ABSTRACT
This text portrays the research that aimed to map contemporary strategies, research and policies that ensured the place of the right to play in childhood in the contemporary context of the Covid-19 pandemic. An exploratory qualitative approach was used, through bibliographic and documentary research, and digital communications. The analysis consisted of data collection and analysis of the strategies found on digital platforms and social networks. This interlocution evidenced epistemological and political reflections of recognition of childhood as a social category, of children as active members of society and as subjects of the different institutions in which they participate. In addition, it presented playful practices, guided and developed by educators and families, occurred in the contemporary pandemic context that somehow guaranteed the right to play. It revealed the need to develop public policies, research, diverse strategies and training processes that reposition the place of play within society, for teachers and families.