Inclusive Practices Using Theater Pedagogy as an Alternative for Access to Learning

Abstract

Psychopedagogical research on theatrical pedagogy is among the most significant inclusive education practices in subjects with Special Educational Needs. The objective of the article was to evaluate the use of personal stories of children with Down syndrome who are in the Transition II level of Kindergarten Education and fourth year of Basic Education from theatrical pedagogy as inclusive practices in a private school in the commune of Vitacura, Metropolitan Region (Chile). The research was conducted through the interpretative qualitative approach, using techniques such as the episodic interview and the photographic interview. The Atlas.ti software was used to process the data. The interpretation of results and discussion yielded five central categories: 1) learning opportunities, 2) participation, 3) school access, 4) teaching theater pedagogy, and 5) theater pedagogy activities. This study identifies favorable attitudes of the interviewees to the exercise of theater pedagogy activities as an inclusive scenario, although with observations for improvement in access and physical spaces.