Understanding art as a social experience and, therefore, aesthetic education as a necessary part of the educational process for citizens to understand and transform their reality, this research aims to investigate the process of artistic-pedagogical creation with adolescents, students from the state school system of Alagoas (AL), in which they establish their scenic presence through their memories and identities. We sought to answer the question of how we can develop a truly meaningful artistic-pedagogical practice for teenagers, using the space of the public school as a proposer of aesthetic creation. The research followed the methodological paths of theater teaching aimed at teenagers, developing a three-month Laboratory of Scenic Creation to share "Scenic Experiment n°1: Awakening" based on the creation methodologies of the Theaters of the Real (LEONARDELLI, 2008; SOLER, 2008; GIORDANO, 2014; LEITE, 2017; DOURADO, 2017) allied to Spolin's Theatrical Game (2010) and Boal (2015). Developed as action research, in which the students participating in the research and artistic-pedagogical creation process act as co-authors, the data constructed consists of images, individual testimonies and in dialog circles, as well as records written by the students themselves in a collectively prepared work diary and impressions obtained in dialog with spectators. The results of the research point to the expansion of artistic-pedagogical possibilities when the pedagogy of Theater leads adolescents to be co-authors of the creative process, showing themselves capable of producing a poeticity that dialogues memories and identity issues, which establishes on stage a narrative that problematizes the political space of representation of adolescents in school and in society.