Juego: ¿con o sin pedagogía?

This article deals with the two lines of thought that orientated the relationship between game and pedagogy. Since the last century, several studies conducted by game experts lead us to think that the game must be freed from the forcing of that pedagogy which, by using it as a tool to improve learning, ì cause several distortion. Although many aspects of these philosophies are highly shareable, there are specific traits of the game that qualify it (similarly then the literature for children) as an formative element and, therefore, as a field of pedagogy’s research and practice. We will briefly analyze the professionalism that in the Italian context have arisen from the two lines of thought. In conclusion, we will try to find a solution to the conflict between game studies and pedagogical practice: the collaboration of professionals from both sectors through the sharing of a common epistemological sequence that guides the recreational-educational practice.