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Inclusive education is a topic
that has been gaining more and more space in contemporary education
discussions. Ensuring that all children, regardless of their physical,
cognitive, or emotional characteristics, have access to quality education is a
challenge that requires dedication, knowledge, and, above all, sensitivity on
the part of educators. The good news is that there are effective and inspiring
methodologies that make it possible to build a truly inclusive classroom.
One practice that has
proven extremely effective in promoting inclusion is the Mané Beiçudo Puppet
Theater (TBMB), created by Antônio Carlos dos Santos. This methodology uses
puppets as dialogue mediators, allowing children with different types of
disabilities to express themselves in a playful and safe way. Studies conducted
by the Federal University of Minas Gerais (UFMG) show that the use of puppet
theater in special education significantly improves students' socialization and
self-confidence, as the puppets act as bridges between the children's inner
world and the school context.
Another example of
inclusive practice is the use of the MAT methodology (Mindset, Action, and
Theater), also developed by Santos. This approach combines theatrical elements
with self-reflection exercises, promoting the understanding of attitudes and
behaviors. MAT has been widely used in public schools in São Paulo to work on
socio-emotional skills with autistic children, promoting significant progress
in emotional expression and the development of communication skills. A study
from the University of São Paulo (USP) revealed that after a semester of
continuous use of MAT, children diagnosed with Autism Spectrum Disorder (ASD)
showed greater interaction skills with peers and teachers.
ThM (Theater
Movement), in turn, focuses on the development of body expression as a form of
inclusion. Combining movement and narrative, this methodology allows children
with physical limitations to explore new forms of expression. At a school in
Salvador, the project “Body and Voice” uses ThM to work with children with
cerebral palsy, encouraging smooth and meaningful movements that reflect their
personal stories. According to researchers from the Federal University of Bahia
(UFBA), the use of theatrical movement in these classes has reduced anxiety and
improved participants' self-esteem.
However, the
challenge of inclusion is not limited to methodologies, but also to the
continuous training of teachers. According to the State University of Campinas
(UNICAMP), training programs that address inclusive practices in a practical
and dynamic way yield more effective results. When teachers feel prepared to
deal with diversity, they naturally adopt more open and empathetic approaches,
contributing to a more welcoming school environment.
For parents,
inclusion also means letting go of prejudices and supporting school
initiatives. In Rio de Janeiro, the “Inclusive Families” project promotes
meetings between parents of children with and without disabilities to share
experiences and learn together. This exchange strengthens the understanding
that inclusion is not a favor, but a right that benefits the entire school
community.
In daily practice,
creating an inclusive classroom requires diverse strategies, such as the use of
audiovisual resources for children with hearing impairments or adapting texts
in braille for children with visual impairments. Technology also plays a
fundamental role, with applications that assist in alternative communication and
adaptive learning. The Educational Technology Institute of the Federal
University of Paraná (UFPR) has developed accessible tools that directly
contribute to digital and pedagogical inclusion.
Inclusive education,
therefore, requires collaboration among all those involved in the educational
process: teachers, managers, parents, and students. The commitment to inclusion
involves respecting differences and creating spaces where every child feels
valued. It is not just about physical inclusion, but ensuring that all students
actively participate in activities, contributing with their perceptions and
experiences.
The Mané Beiçudo
Puppet Theater, MAT, and ThM are examples of methodologies that help transform
the school reality, demonstrating that theater and artistic expression have
enormous potential to create significant human connections. Practicing theater
in school is not just a pedagogical tool but a bridge between distinct worlds,
providing affective and social exchanges that enrich the lives of everyone involved.
Building an inclusive
classroom is not an easy path, but it is essential for the formation of
conscious and empathetic citizens. By investing in inclusive practices and
valuing differences, we are preparing not just individuals but a fairer, more
equal, and welcoming society. It is essential to recognize that every child has
something to teach and learn, and that true inclusion happens when everyone
feels part of the same educational process.
Access the books by Antônio Carlos dos Santos on amazon.com or amazon.com.br
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