A prática teatral no ensino médio público: entre ressonâncias e resistência

• Ano de defesa: 2018
• Autor(a) principal: Pereira, Priscila Cassanti Sil
• Orientador(a): Almeida, Cleide Rita Silvério de
• Banca de defesa: Almeida, Cleide Rita Silvério de, Oliveira, Rita de Cássia Alves, Dias, Elaine Therezinha Dal Mas, Rangel, Lúcia Helena Vitalli, Severino, Antônio Joaquim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: prática teatral no ensino médio; sensibilidade na formação humana; pensamento complexo
• Palavras-chave em Inglês: theatrical practice in the school; sensitivity in human formation; complex thinking
• Palavras-chave em Espanhol: práctica teatral en la escuela; sensibilidad en la formación humana; pensamiento complejo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1924

This research approaches the theatrical practice in high school and is based on bibliographical, documentary an empirical research, by interviewing five teachers from the public schools in the state of São Paulo. During the study development, the research aimed to stablish the theatrical practices used by the teachers interviewed and to know, through the interviews, the reflexes of theatrical practice in the students, according to the teachers’ perception. Besides that, the research also intended to inquire whether Law nº 13.278/16 is discussed in the schools where the interviews were conducted. The starting point for this proposal was caused by concerns about manifestations observed in the daily life between different people and in the media, such as acts of physical and symbolic violence’s. The observed hypothesis is that the practice provides a way to sensitize the young people in their formation. The theoretical reference of the work is the complex thought, of Edgar Morin, evidencing the categories esthetic and poetic states to think on the human formation. The analyzes of the interviews showed that the theatrical practice provokes transformation in the students, entitled as resonances in the present work. Fifteen qualities of resonance were observed in the students who worked with the theatrical activity. Among them stands out the sensitivity, explained in this dissertation as a guiding thread of perceptions between the inner and outer world. The interviewees also related four specific difficulties of performing theatrical practice and linked to the school environment. The analyzes also showed that the theater practice happens independently of Law nº 13.278/16, driven by students resistance force and mobility, reverberating in teachers, crossing the walls of schools.