DIDACTICS IN RURAL EDUCATION FOR MANAGING SCHOOL COEXISTENCE THROUGH PLAY

Abstract

Didactics in rural education, particularly in the context of managing school coexistence through play, is presented as a fundamental pedagogical strategy. Rural schools face unique challenges that require creative and adaptive approaches to promote a positive school climate. Implementing play-based practices in teaching not only makes learning more engaging and accessible but also becomes a valuable tool for addressing aspects related to coexistence and social interaction among students. Through play, an environment conducive to the expression of emotions and the development of social skills is created, which are essential for positive coexistence. For this reason, this essay is based on a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing the contributions of didactics to managing school coexistence through play. As a result, assessment constitutes an essential foundation for the development of didactics, organizing conceptions, guiding experiences, and promoting teaching centered on meaningful learning. A well-designed coexistence practice facilitates continuous improvement, fosters inclusion, and supports the development of competencies. By integrating these dimensions, didactics is strengthened as a pedagogical discipline oriented toward relevant and sustainable educational outcomes.