This study is based on cultural psychology and reaffirms the importance of teaching theater in school, articulating relationships between creativity, theatrical experience, and child development. The theatrical phenomenon, being a collective construction mediated by the teacher, tends to provide an opportunity for the production of meanings and tension in the child's formation process, in which, through the dynamism of scenic experimentation, the child integrates imagination, creativity, perception, emotion, reasoning, intuition, and memory. The objective, therefore, was to analyze how theater teaching can favor the learning and the development of creativity in children from 8 to 9 years old, besides relating the development of the children's creative process to the cultural-historical perspective, by means of the theatrical experience. A qualitative research of the participant type was carried out, analyzing the relationship between the theoretical approach of the cultural psychology of creativity, proposed by Vlad Glaveanu (2014), and the theoretical constructs on the psychology of art and imagination in childhood, postulated by psychologist L.S. Vygotsky (2009), and the theatrical games, proposed by Viola Spolin (2008). The field research took place in a public Elementary School (early years), full time, in Taguatinga (Brasília-Brasil), during three months, with the participants: eighteen students and two teachers as observers. The instruments used were: semi-structured interviews, participant observation, researcher's intervention actions for the application of playful-creative-theatrical activities, and field diary. The video and audio recordings of the meetings were selected and separated into episodes, which were transcribed and submitted to microgenetic analysis. The results point to the need of: (i) expanding the space for ludic actions in schools, in which the child's right to work on his/her own creativity is guaranteed; (ii) discussing the formation of teachers (pedagogues, art educators and theater professionals) in the Arts area; presenting the theoretical-practical tool PCE - Pedagogy of Expressive Creativity, an instrument that aims to facilitate the creation of expressive artistic activities in schools; and contributing to the studies of creativity related to child development. Furthermore, they allow us to understand the importance of the theatrical experience for the development of the child at school age, and point out some strategies to be developed by teachers with students of Elementary School (initial years).

Schools with an inclusive orientation can be considered as an effective way of preventing discriminatory attitudes. They provide plural educational environments that value diversity, individual interests, and skills. Over the last decades, there has been a growing interest by researchers and educators regarding gifted students who present behavioral, emotional, learning difficulties and high ability simultaneously. The overlap of these apparently antagonistic characteristics is named twice exceptionality. The purpose of this study is to analyze educational practices used in the inclusion process of three groups of students— gifted students, ADHD students, and gifted students with ADHD—of elementary and secondary school, according to school principals, teachers, family members and the students themselves. This is an investigation with a qualitative approach of multiple case study. Six students enrolled in inclusive common classes of the public education network of the Federal District (aged between 12 and 17 years), who attend specialized educational services for gifted students or students with specific functional disorders, participated in the research: two gifted female students, two ADHD male students, and two twice-exceptional students, being one female ADHD gifted student and one male gifted ADHD student. School principals, teachers and family members, totaling 20 participants, contributed to the elucidation of cases. Research information was built through semi-structured interviews with all participants, as well as interviews mediated by the production of free drawings with students. In addition, a documentary analysis of the school trajectory and development of students was carried out with the purpose of characterizing them. Qualitative content analysis was used to analyze the data. The results indicate that the adoption of inclusive educational practices (promoted in favor of the three groups of students) is a complex process that depends on multiple factors for its implementation: (a) public policies, (b) offer of specialized educational service, (c) academic and socioemotional support for both gifted students with ADHD and ADHD students, (d) adoption of formative assessment and compensatory practices for both gifted students with ADHD and ADHD students, (e) teacher training, and (f) involvement of the entire school community and family. In addition, it was found that specialized educational services favor the development of the high potential of gifted students and gifted students with ADHD, as well as offering support to their socio-emotional needs. It was also observed that ADHD students have more intense and persistent limitations than gifted students with ADHD with respect to academic performance, executive functions and socio-emotional issues. This study intends to contribute to the engagement of researchers, teachers, support professionals and family members regarding the development of inclusive educational practices aimed at assisting students with such characteristics. Furthermore, we hope that this research offers subsidies for the implementation of specialized educational assistance services to these students, as well as guide the implementation of public policies aime