La introducció dels jocs populars i tradicionals en l'educació escolar dels infants

In this article it is first of all shown that from as far back as the 16th century documentary sources and iconography exist that allow the authors to maintain that the preoccupation with the game as an object of study is not a recent thing. Further to this, set out in a chronological way, they map out distinct conceptualisations that are attributed to the popular and traditional game, from the beginnings of the 16th century until the end of the 19th century, up to the point that the game makes its entrance into the school education of children. During this long journey, the game is stripped of many of its playful elements, segregated from the adult world, and redressed under a moral and pedagogic basis that allowed its control and regulation by the educators. This is how games came to form part of school programmes, strategies and rules.