The capture of speech through of students with disabilities through drama: analysis on a self-­determination and inclusion practice

Abstract

Pedagogical thought, careful to the activation of inclusive processes, has long been thinking around the need for students to participate personally in the narrative of themselves and the group and be put in a position to express their own point of view, your own will. The intention of this proposal is to trace a practice that allows us to overwrite roles and relational dynamics based on power and ableism, as the foundation of discrimination and ex‐clusion. Dramatization, whose use in schools to facilitate learning – even in situations of disability – is analyzed in scientific literature, opens up a range of possible practices in obtaining self‐determination that takes into account both the uniqueness of individuals, as well as the establishment of common and shared rules.