El teatro como estrategia didáctica para la educación inclusiva en el primer año de Bachillerato General Unificado

Abstract

The degree work proposes an instructive methodological class for teachers in the area of Cultural and Artistic Education (CAE) of the Unified General Baccalaureate, which addresses the potential that theater has as an artistic genre to be used as a methodological strategy to promote inclusive education in the classroom. By means of an exhaustive literary review and a qualitative case study applied to first-year high school students of the “8 de Noviembre” High School in Piñas city, it was proven that theater favors inclusive education, generating meaningful learning and active participation of all students in the teaching-learning process, respecting their individualities, fostering inclusion and overcoming the barriers that hinder learning and participation. The methodological class offers guidance to CAE teachers, so they can use theater as a methodological alternative that enhances unique educational opportunities in the subject, empowering the development of social, emotional, and cognitive skills in students who go through the adolescence stage.