GAME-BASED LEARNING AS A SOCIAL AND EDUCATIONAL TOOL IN VULNERABLE COMMUNITY CONTEXTS

The article presents the result of the evaluation and learning derived from a socio-community intervention project implemented in segregated educational environments and aimed at children in social vulnerability between 6 and 12 years. In a context of intervention characterized by social exclusion and a high percentage of failure, absenteeism and school drop-out, the need to implement new forms of learning that promote educational inclusion and school success is evident. Based on Research-Action as a research methodology and Game-Based Learning as an educational proposal, the results show the favorable impact of the game on the promotion and stimulation of motivation towards learning, positive coexistence in the classroom and peaceful conflict resolution. The game thus becomes a playful tool but also of facilitation, group cohesion and reflection; contributing to the process of curriculum and relational improvement, and being used, in short, as a vehicle of transformation, both individual, group and community.