Teatro como dispositivo de inclusão para alunos com autismo e TDAH

Abstract

This study aims to analyze theater as a tool for inclusion in education, focusing on students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). In this context, theater is understood as an artistic and educational language that combines body, voice, emotion, and imagination, fostering communication, social interaction, and subjective expression in the school environment. The research is bibliographic and exploratory in nature, with a qualitative approach, based on academic studies addressing theater in education, inclusive education, neurodiversity, and pedagogical practices focused on diversity. The theoretical framework draws on authors such as Viola Spolin and Augusto Boal, whose contributions support the understanding of theater as a participatory and formative practice. It also incorporates the work of Vera Maria Candau, who emphasizes education as a socially committed practice. This study aims to establish connections between theatrical activities and the development of accessible, sensitive, and democratic learning environments, where students can participate in diverse ways, respecting their learning processes, abilities, and forms of expression. The theoretical model indicates that theater, as a pedagogical mediator, can promote engagement, playfulness, creativity, and teamwork. Theatrical activities encourage participation through practical and experiential approaches. The results suggest that, when developed with pedagogical intentionality and reflection, theater goes beyond its artistic function, becoming a formative practice that promotes school inclusion strengthens students' confidence and self-esteem, and expands educational opportunities in regular education.