INCLUSIVE EDUCATION THROUGH THEATRICAL AND CINEMATOGRAPHIC PRACTICE IN BASIC EDUCATION: AN INTERDISCIPLINARY AND EMANCIPATORY TEACHING EXPERIENCE

Abstract

This study aims to discuss a teaching experience based on the implementation of a theatrical and cinematographic project, considered as an inclusive and emancipatory pedagogical practice, aimed at students and teachers of a public elementary school in Belém, Pará, in 2015. Methodologically, a qualitative descriptive research approach was adopted through participant observation, in order to analyze the application and development of skills and competencies in Languages, Humanities, and Sociocommunication, combining theory and practice in a structured, collaborative, and interdisciplinary way in the activities and study scripts with the students and teachers. The researcher, an actress and Portuguese Language teacher at the school, coordinated and guided all stages of the action, which included viewings and analyses of films and the production of the short film "Severa Romana em Tese," making the necessary adaptations for the inclusion of participants and the contributions of the group. The results of an interpretative and critical approach were analyzed, indicating that interdisciplinary and emancipatory educational practices in basic education stimulate the humanistic and inclusive development of children, adolescents, and education professionals. Furthermore, the personal and social protagonism of the students was highlighted, whose development of cognitive, creative, and socio-emotional aspects contributes to genuine inclusion in society.