INCLUSIVE EDUCATION AND THEATER TEACHING: PATHWAYS FROM CONTEMPORARY PEDAGOGICAL PRACTICES

Abstract

This essay reflects on the paradigm of Inclusive Education and its relevance to theater teaching in the school context. It aims to address concepts related to Inclusive Education, the importance of accessibility, and theater teaching. The pillars that underpin contemporary pedagogical practice are explored, as are the barriers to accessibility in theater teaching, which also applies to other practices in the school context. Paths are suggested to mitigate the inherent difficulties in constructing the contemporary inclusive paradigm, such as the adoption of innovative pedagogical practices such as the Individualized Educational Plan (PEI) and Universal Design for Learning (UDL). As concluding reflections, it is emphasized that Inclusive Education happens when everyone has access, participates, and constructs knowledge. And, that theater teaching in the Arts discipline has significant potential to promote inclusive actions by contributing to the integral development of students, and consequently, promoting the inclusion of all in an independent life.