Teaching public policy through role-playing. An analysis of the experience of the Faculty of Social Science of the Universidad de la República (Uruguay): 2010-2011.

Abstract

The article presents a case of teaching public policy creation at the university level, utilizing a role-playing as a didactic tool. Through role-playing, student groups simulate actors interested in a specific public policy and teachers take on the role of government officials. From this experience positive signs may be identified regarding the approach’s usefulness as a teaching tool, with a view towards generating greater understanding of the complexity involved in the process of creating legitimate and efficient public policy.