Sociodrama : um novo paradigma em educação como prática da liberdade

• Ano de defesa: 2019
• Autor(a) principal: Firmo, Yandra de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação básica; Sociodrama; Educação libertadora; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Basic education; Liberating education
• Link de acesso: http://ri.ufmt.br/handle/1/2243

Great political, economic, social, cultural, ethical and aesthetic transformations have marked society markedly and provoked profound contradictions, especially with regard to education, which has become a significant place of disputes. Themes such as democracy, social justice and youth protagonism become necessary for debates, unfolding into pedagogical proposals that bet on the transformative potential of learning. This interventional research goes in this direction, going through our practice, carried out with a group of young apprentices of the High School modality of the State Education Network, and proposing the connection of the original and inventive contributions of three great creators in the fields of education, social relations, corporeality’s and the arts, namely: education as a practice of freedom, by Paulo Freire; the method of sociodrama, created by Jacob L. Moreno; and the phenomenological perceptions of Maurice Merleau-Ponty. The objective is to understand how the authoritative narratives of young apprentices, emerged by sociodrama, can contribute to a democratic education, going through issues that bring us the pedagogical, social, affective and political dimensions, resulting from sociodramatic actions, when practiced in formal education. Sociodrama is used as a participatory research method that aims to understand group processes and intervene in their problematic situations, using dramatization techniques, sensitive artistic languages and social role plays. It is projected a propositive reflection for education through art and the vivid corporeality in the world present in the here and now. The practices are described and the paths are enrolled, presenting the understanding of phenomenological perception of the interconnection between freiriana philosophy and the method of sociodrama and its effects when performed in everyday school life. A brief history of sociodrama and its developments as an interventive method for social issues, its concepts, techniques and instruments from the achievements with the researched group is presented. The sociodramatic method is understood as the promoter of self-knowledge, stimulus to self-research and knowledge of the other. The question is how sociodrama and its narratives can be considered methodology for research in Education. The experiences are reported from the spontaneity, creativity and sensitivity of young protagonists, having understandings of the world through their own experiences. Considering the study developed, it is possible to consider that sociodrama is a technique for surveying diagnostic data, which presents possible solutions to conflicts in the field of education, promotes a protagonic, cathartic, emancipatory and liberating education, and may become an action to encourage young students to take decisions in the construction of knowledge and recognition of themselves and the world.