Play As Activism: Fostering Social Change in Vulnerable Brazilian Communities

This paper investigates the role of play as a form of activism in Brazilian initiatives that engage schools and communities confronting vulnerabilities in varied educational, social, and economic contexts. Grounded in a decade of research with the Language in Activity in the School Context (LACE) group at the Pontifical Catholic University of São Paulo (PUC-SP), this study draws upon the Socio-Historical-Cultural Theory (Vygotsky, 1994) and Critical Collaboration Research (PCCol) (Magalhães, 2011). LACE aims to foster critical reflection and catalyze social transformation by addressing issues of injustice and inequality while honoring diversity and multiculturalism. Utilizing Vygotsky’s (1933) concept of play, this study elucidates its role as a developmental mechanism for the participants to creatively and imaginatively explore solutions to facing social issues. Play not only nurtures individual growth but also promotes collective action against contemporary injustices. The project "Brincadas" is examined as a salient example, demonstrating how play as activism actively engages marginalized communities, allowing them to reevaluate curricula, resist racism, and effectively navigate social crises. Through collaborative methodologies, the LACE research group reveals how play can cultivate diverse epistemologies and practices, thereby enriching participants' multimodal repertoires while advancing social justice. The implications of this research transcend academic boundaries, advocating for a more equitable and just society through the multifaceted experiences of individuals within these communities. Ultimately, this work underscores the necessity for critical engagement in a rapidly changing global landscape, positioning "activist play" as an instrument for the social change.