Teatro e inclusão reflexões cênico-pedagógicas em uma instituição formal de ensino

Abstract

This article proposes scenic-pedagogical reflections in the context of a formal educational institution. The study seeks to understand the factors that hinder the participation of students with disabilities in school activities, identify barriers and propose inclusive solutions through practical-scenic processes. The research, with a qualitative approach, presents the development of the internship project aligned with diversity where the theory and knowledge acquired throughout the course provided an inclusive and innovative vision. The text is based on theorists who discuss the relationship between theater and inclusion, highlighting the importance of inclusive practices in the school environment, so it was fundamental for improvement during the execution of this article. Among the reference authors are Campanini (2018), Rocha (2021); Silva (2018), Gaspar (2018); Oliveira (2010), Stoltz (2010), Boal (2009) Spolin (2011).