SPECIAL EDUCATION THROUGH ART RESISTING SCHOOL NORMALIZATION: A LEARNING-CREATION OF THEATER

Abstract

This article is an excerpt from a master's research developed in the field of Institutional Psychology. The objective of this article was to produce, describe and analyze a pedagogical practice, based on art, with students with disabilities from a public primary education school in Cariacica (ES) City, focusing on the experience of producing a theatrical staging. with special education students. Anchored in the research-intervention cartographic method and in concepts of French Institutional Analysis, the main guidelines were the notions that to make a cartography is following processes and to make a cartography is inhabiting an existential territory, having as research instrument the production of field diaries. From the analysis of this diary, analytical themes emerged that indicated learning clues offered by the students, which break or minimize the reproductive force of control, normalization, regulation and individualization. We conclude that students with disabilities resist the processes of normalization and regulation of life, finding in art a favorable territory for the construction and expression of other possibilities, producing processes of singularization.