The work addresses the theme of play in its dual educational role, in light of the new frontiers of digital sustainability. The game in all its forms has always been the most natural form, to make culture but above all to be culture. Paraphrasing Huizinga starting from the idea that culture is first played, it is easy to decline luducity in all its forms. Between analog and digital games the choice is really difficult, especially in educational field! Dribbling between apocalyptic and permissive visions, taking note of the current demands and game modes the focus shifts on the ability to always play in any place in any form. the digital game follows the natural evolution of each avatar's identity. The real educational problem is not to find a way of detaching the human being from his avatar but to deal with the logics that govern the circulation of content and the definition of behaviors, values within these transformations that identify the media as the main protagonists. All the children need literacy courses. Hence the question "what tracks are feasible?". Think of a pedagogical and relational path that promotes the development of emotional regulation capacity to enhance feelings starting from the awareness of the decisive role that digital play has and is an undeniable aspect of social transformation and cultural of our time. At the same time, it is not easy to define and select what elements are considered valid for activation of the literacy process. It is not just a matter of giving the tools but of making them take the positive and negative aspects of the same, leaving the students to grasp their strengths and weaknesses. What possible scenarios? What possible new teaching methods to make students and teachers technologically ready to recognize their own. To each one the answer that he prefers, everything flows into the game 'could not be so, is "natural", you start playing with yourself in real and virtual.
