Este trabajo presenta algunas conclusiones de la tesis de maestría en Psicología Educacional “Sistemas de apoyo al aprendizaje escolar: el caso de los talleres de juego en el aula”; enmarcada en el proyecto UBACyT: “Aprendizaje situado. Nuevos formatos pedagógicos. Sistemas de actividad e interactividad” . Desde una perspectiva etnográfica, se indagaron talleres de juego realizados entre 2007 y 2010 en primer ciclo de dos escuelas de gestión estatal, en articulación con una Asociación Civil. Se triangularon entrevistas en profundidad, observaciones participantes, entrevistas adaptadas in-situ, documentos escritos y material obtenido a través de procedimientos no intrusivos (filmaciones). Se analizó el proceso de constitución de los talleres como sistemas de actividad específicos (Engeström, 1999), atendiendo a sus continuidades y discontinuidades con la actividad áulica cotidiana y con los contextos de aprendizaje extraescolares. Se caracterizó su potencialidad para promover procesos de apropiación participativa (Rogoff, 1997) y de entramado entre distintos tipos de conocimiento (Cazden, 2010); favoreciendo la inclusión educativa. Palabras Clave Juego, aprendizaje situado. Inclusión educativa, sistemas de actividad. Abstract PLAYINGAT SCHOOL.PLAYAS SCHOOL LEARNINGAND EDUCATIONAL INCLUSION PROMOTER. In this work we present some conclusions of our thesis work for the master thesis in Educational Psychology: “School learning support systems: the case of play workshops in the classroom”. The research was framed in the UBACyT project: “Situated learning: new pedagogical formats. Activity and interactivity systems” . From an ethnographic perspective, we studied play Workshops that were conducted in the classrooms of first to third grade of two public schools, between 2007 and 2010. The Workshops were framed in a conjunct Project between these schools and a children’s Rights organization. We triangulated in depth interviews, interviews adapted in-situ, written documents and materials obtained through non-intrusive techniques such as video recordings. The workshops were analyzed in their process of becoming specific activity systems (Engeström et. al., 1999), paying attention to their continuity and discontinuity relationships with other learning contexts such as the quotidian classroom and non-school settings. We characterized the Workshop’s potential to promote participatory appropriation processes (Rogoff, 1997) and the inter-weaving between different kinds of knowledge (Cazden, 2010); thus favouring educational inclusion. Key Words Play, situated learning, educational inclusion, activity systems.