Arte, diversidade e educação inclusiva: jogos teatrais e brincadeiras africanas no primeiro ano do ensino fundamental.

Abstract

This article discusses pedagogical practices that connect art, inclusive education, and cultural diversity within the context of Elementary Education. The reflections stem from observations made during an experience in the Grupo de Trabalho Diferenciado (GTD), a curricular component of the Pedagogical Center at UFMG, where theatrical and play-based activities were developed with 13 first-grade children, including one diagnosed with Autism Spectrum Disorder (ASD). The methodology combined theatrical games inspired by Augusto Boal’s Theatre of the Oppressed with African and Afro-Brazilian games that enhanced the children’s expressive and symbolic repertoires, fostering respect for differences, cooperation, and the development of empathy. The results show that theatrical art, by integrating playfulness, expressiveness, and collaboration, promotes the creation of an inclusive educational environment capable of stimulating autonomy, dialogue, and reflection. From a theoretical standpoint, the study reaffirms the contributions of Paulo Freire, Augusto Boal, and Maria Teresa Mantoan to the construction of a humanizing pedagogy sensitive to individual singularities. It concludes that theater, when incorporated into school practices, constitutes a powerful tool for inclusion and teacher education, fostering meaningful learning based on diversity, affection, and attentive listening.