Incorporating Digital Technologies of Information and Communication (TDICs) in education is a constant demand, and the Digital Humanities, from a South perspective, become a useful lens, by opening space for the human, in its complexity. This article discusses three experiences of application and creation of games and ludic practices in educational environments and how these can mobilize knowledge, affections, meetings and exchanges and promote practices consistent with the contexts and potentialities of educators and learners, favoring competences allied to the Digital Humanities in the critical formation of the contemporary subject.