SciELO - Scientific Electronic Library Online

vol.23 issue4Benefits and Level Of Participation in Early Intervention: Perspectives of Mothers of Children with Autism Spectrum Disorder author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Revista Brasileira de Educação Especial

Print version ISSN 1413-6538On-line version ISSN 1980-5470


NEVES, Libéria Rodrigues. Contributions from the Field of Art to Special Education Services and to School Inclusion. Rev. bras. educ. espec. [online]. 2017, vol.23, n.4, pp.489-504. ISSN 1413-6538.

The aim of this paper is to propose a discussion about the contributions from the field of Arts to Special Education Services (SES), addressing the target of Special Education, under the perspective of Inclusive Education. Based on the Imaginative Cognition theory, we sought to present the field of Arts provided with features that dialogue with the objectives of the studies carried out in Multifunctional Resources Classrooms, provided to students with disabilities, global developmental disorders, and gifted students and three model services with and Arts and Inclusion are reported: 1) a workshop carried out by Nosso Sonho [Our Dream] NGO (SP), with six children with cerebral palsy, and that was described in a Visual Arts Doctoral Thesis at Escola de Comunicações e Artes da Universidade de São Paulo (ECA/USP) [School of Communication and Arts at University of São Paulo] - Brazil; 2) a book that systematizes the fifteen-year work at Instituto Rodrigo Mendes (RJ) [Rodrigo Mendes Institute at the state of Rio de Janeiro/Brazil], and that carries out projects in Arts Education for subjects with and without deficiencies; and finally, 3) and the work of Corpo Cidadão [Citizen Body ] NOG, which, in one their facilities of social education, carries out Arts workshops with students of special education schools, together with regular education schools, in the metropolitan region of Belo Horizonte, Minas Gerais, Brazil. Focusing on creation and imagination as human activities, and not as a faculty given a priori, we conclude the work proposing Arts as a component for the activities developed on the spaces of SES, directed mainly to the students with intellectual disabilities

Keywords : Special Education; Arts; Cognition; Educational Inclusion.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )