Teaching Theater, Montage, Inclusion, Disability, Theatrical Presentation

The master's research entitled OPEN THE CURTAINS: A theatrical montage as an inclusive pedagogical practice for Teaching Theater aims to analyze the process of mounting a theatrical play, through a pedagogical practice that considers the participation of children with and without disabilities in a school context. The montage was linked to the school's Literature and Art Project, which this year honored Ariano Suassuna and each class were responsible for one of his works. The choice was made by the Portuguese Language and Art teachers, and the 9th graders received the play A Pena e a Lei. This study takes place in the municipal school Benvinda Nunes Teixeira, in the municipality of Guamaré/RN, in three 9th grade classes (A, B, and C), in the afternoon shift, but this analysis focuses on the 9th grade A class, which had thirty-one students, including two students with disabilities. We started this journey by understanding the idea of character through the Comics, then we sketched our first scenes with the classes divided into groups and with the themes suggested by the students. In the second stage, we started a practice with improv exercise, then we approached the text and the reality of the chosen play, went through the technologies and experimentations of the scene and started the rehearsals for the presentation. During this process, the students with disabilities actively participated in the montage. In fact, one of them preferred to accompany the lighting group - scene technologies, while the other wanted to act. For this second part, the written activities were a little more difficult and, throughout the process, we needed to make adjustments. In the scope of the practical classes, both students participated, while the other classmates understood the rhythm and integrated the student with physical disability in all the proposed games, with responsibility and care. In some important steps of the scenic construction, the students were not present, due to the need to go to the doctor, but we always tried to recover the developed activity. Through this work, we saw that it is possible to use theatrical production as a pedagogical practice, involving students with and without disabilities throughout the process.