Art as a Tool for Inclusion: The Story of the Youth Puppet Club in Quatipuru, Brazil

Strategic Insights -

In the Brazilian state of Para, a remarkable initiative is showcasing the power of art to promote inclusion and leadership among students. The Youth Puppet Club, founded by third-year high school student Vitor Hugo Martins, has been a game-changer for the 17-year-old, who was diagnosed with Autism Spectrum Disorder (ASD). With the support of the school's management and teachers, Vitor Hugo mobilized the school community around a shared interest in creating puppets, plays, and narratives that address community needs and solutions to local challenges, all while using recycled materials. This innovative project has not only expanded Vitor Hugo's communication and social skills but has also empowered him to become a leader among his peers.

Key Takeaways:

  • The Youth Puppet Club was founded by Vitor Hugo Martins, a third-year high school student with ASD, in collaboration with the school's management and teachers.
  • The club uses recycled materials to create puppets, plays, and narratives that address community needs and solutions to local challenges.
  • The project has enabled Vitor Hugo to expand his communication and social skills, strengthening bonds and valuing diversity among students.
  • The initiative has been fully supported by the school administration and the State Department of Education (Seduc) in Para.
  • Vitor Hugo's leadership has been recognized by professors Johnny Kepller and Manoel Rosario, who submitted a paper about the project to the 11th Biennial Arts Research Forum and the 3rd Art/Education Prof-Arts Conference.

Statistics:

  • By 2025, the State Department of Education (Seduc) has implemented 49 more units that have adopted the Full-Time Education Program (PEI), totaling 161 schools with this pedagogical model.
  • Enrollment in full-time schools in Para increased from 6,000 students in 2018 to 48,000 in 2025, an eightfold increase in capacity.
  • The full-time schools in Para have expanded opportunities for students to develop talents, autonomy, and leadership, as demonstrated by Vitor Hugo's project.

Sources:

  • "Art, Inclusion, and Protagonism: The Artistic Experience in the Youth Club of a Student with ASD in Full-Time High School" (article by professors Johnny Kepller and Manoel Rosario).
  • 11th Biennial Arts Research Forum and the 3rd Art/Education Prof-Arts Conference (sponsored by the Federal University of Para, UFPA).
  • The State Department of Education (Seduc) of the Brazilian state of Para.