Resumo:
This article aims to present a theoretical-practical investigation developed within the curricular components TEAB28 – Laboratory of Pedagogical Practices IV and TEAB35 – Supervised Internship III, part of the Theater Licentiate program at the Federal University of Bahia. The research focuses on building a theater education that is accessible to neurodivergent individuals, using play and materiality as stimuli for theatrical experiences. The article begins with a contextualization of the political struggles of people with disabilities, followed by the conceptualization of neurodivergence, based on the works of Débora Diniz (2007), Tiago Abreu (2022), and reflections on ableism by Anahí de Mello (2016) and Victor Di Marco (2020). Next, it presents principles for accessible theater education, drawing on the contributions of Rosa Adelina Oliveira (2023) and Patrícia Ragazzon (2022), and connects these ideas with reflections on an outreach activity carried out at the Association of Parents and Friends of the Exceptional (APAE) in Salvador, Bahia, through the Laboratory of Pedagogical Practices IV. Based on the practical experience of Supervised Internship III, the text discusses the foundations of dramatic and theatrical play according to Maria Lúcia Pupo (2010), as well as their relationship with the player, following Jean-Pierre Ryngaert (2009). It also incorporates investigations into scenic materialities developed by Célida Mendonça (2010). Finally, the article analyzes the main challenges faced and the pedagogical outcomes resulting from the developed practice.
