Digital games are social objects created based on our culture and society and at the same time they contribute to shaping our world. Through a critical perspective of digital games and technology, it is possible to discuss the unfolding of these artefacts in our society and also understand their relevance beyond an instrumental view. In this paper, we present a brief reflection based on two researches developed by the authors: the first, regarding the link between digital games and people with disabilities; and the second, about contributions of digital games to a critical education. Our goal with this work is to highlight the emancipatory and participatory potential present in the critical vision of digital games.
The education of students with disabilities, learning difficulties or behaviour troubles in Quebec resulted from the gradual responsibility transference of those students to the State. The evolution of inclusive education field followed the transformations in the sociopolitical organization in Quebec, mainly with centralization and decentralization movements concerning public management. In this paper we will come back to the major historical events and movements that have changed Quebec's social and educational contexts since the 1960s, to understand how these students' schooling process has been developed. Based on a sociohistorical view, we
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