Arte-pedagogias da diversidade: deslocando brechas do previsível entre teatro, escola e neurodivergências

Abstract

This research investigates the possibilities of play as a pedagogical strategy for arts education, fostering the emergence of new inventive modes of creation and of being with others. Based on a qualitative and cartographic approach, the study articulates theoretical frameworks that problematize normative schooling and the cultural

production of bodies with practical experiences from arts classes carried out with 6th- grade students in public middle schools in the city of Fortaleza, Ceará, Brazil. The

study mobilizes concepts such as Inventive Cognition (Kastrup, 1999), Breach (Deligny, 2015), Deficient Alterity (Skliar, 2003), and Play (Huizinga, 2004; Soares, 2009; Spolin, 2008), understanding play as a breach in predictability, a displacement of adaptation-based logics, and an opening to new forms of presence. The research also introduces the concept of a pedagogy of presence, conceiving the school as a territory of ethical–poetic relations grounded in a state of floating attention and openness to events. Methodologically, the study adopts a qualitative and cartographic mode of writing, supported by the articulation between theoretical references and records of classroom practices. The games presented highlight an artistic practice that, by engaging playful bodies, can shift learning away from a norm-oriented model toward a fertile field that is sensitive to difference.