Small resistances: storytelling, performance and children's protagonism in school

This article analyzes storytelling performances carried out in co-authorship with young students from public schools from Minas Gerais and DF, adopting as transverse axis the issue of cultural diversity in the school. Guided methodologically by theatre pedagogy and performance studies, experiences in which children's protagonism is emphasized, sharing and producing stories with them. In the different analyzed processes, we verified that the sharing of stories produces small resistances in the school context, contributing to accepted and respected children in their singularities.