The Ludic Epistemic Threshold (LET) in Childhood

<jats:p>This chapter examines play as an epistemological practice in Childhood Studies through the concept of Ludic Epistemic Thresholds (LET). Drawing on ethnographic research developed in the educational project Living Heritage for Childhood in Braga, Portugal, it analyses how configured moments of play enabled children to produce meaning, reinterpret heritage, and co-construct knowledge. Focusing on two empirical situations—the Roman Theatre tunnel and a treasure hunt with Roman coins—the chapter argues that play should not be reduced to a motivational strategy or data collection technique, but understood as a methodological conception that structures children's participation, agency, and situated knowledge production.</jats:p>