<p>It is intended to show the usefulness of geometric and table games as a learning tool in a rural institution, where the importance of physical work and teamwork is evident since young people feel demotivated to participate in pedagogical activities that do not include ICT. Prolonged use of ICTs socially isolates them and, when board games are applied, students become frustrated when they do not get the same immediacy from other activities of their daily lives, which shows up as anxiety and depression in students. The objective is to answer the following question: what possibilities do students discover in games with geometric shapes or table games for learning all kinds of subjects? This research was focused on the qualitative, using the methodology of educational ethnography proposed by María Eumelia Galeano; interviews and surveys were carried out as a tool for collecting information and the model proposed by Corvin and Strauss was used to classify and analyze the information. During this process, categories of analysis appeared, such as “if they let me participate, I’ll beat them all”, “ That’s great, today’s class we’re going to play” “if you propose it, you win in everything”, which contribute to giving meaning to participation during classes where board games are used and development processes are experienced in the younger children</p>