ABSTRACT
In this chapter the authors discuss their pedagogical views that diverge from the notion of social inclusion. They claim that the term social inclusion is problematic as it may imply that a person or group in a situation of social vulnerability is required to be integrated from margins to the center of a welfare system by an external motivation. Such approach disavows the autonomy of the individual or group. According to the authors, instead of special opportunities and benefits, people in vulnerable positions should have access to literature, culture, education and a meaningful professional life. Therefore, they suggest that the concept of social inclusion be replaced by the notion of accessibility. Honoring this principle, the authors have developed a pedagogical system entitled covalent pedagogy and applied this system to a new idiosyncratic project at MT Theatre School, located in Cuiabá, Mato Grosso State, Brazil, which is an area where there is little accessibility to education and professional improvement. This chapter depicts how this development has taken place and discusses its impact on the local communities.
