THEATER AND ITS CONTRIBUTIONS TO THE DEVELOPMENT OF MULTIPLE LANGUAGES ​​AMONG STUDENTS AT APAE IN CAMPO VERDE/MT

Abstract

This article analyzes the contributions of theatrical practice to the development of multiple languages ​​in students with intellectual and multiple disabilities, members of the theater group "Talentos da APAE" at the APAE institution in Campo Verde/MT. Based on the conception of theater as an art and inclusive pedagogical strategy, the study adopts a qualitative approach of a participatory and interpretative nature. Data collection instruments include participant observation recorded in a field diary and semi-structured interviews. The theoretical framework is anchored in authors who discuss qualitative research in education (TRIVIÑOS, 1987; LÜDKE; ANDRÉ, 2008) and the relevance of theatrical practice (FERREIRA, 2004; SILVA, 2012). Preliminary results indicate that theater acts as an important instrument of pedagogical mediation, enhancing bodily, gestural, and oral languages, as well as promoting protagonism, socialization, and a sense of institutional belonging among adults and elderly individuals in a special education context.