O trabalho com o teatro em uma escola do campo: abordagens ao encontro da dialogicidade e da criticidade

• Ano de defesa: 2022
• Autor(a) principal: Bridi, Luan Eudair
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Teatro; Educação do campo; Dialogismo; Inter/Transdisciplinaridade; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/16522

This study aims to analyze the possibilities and challenges of the pedagogical useoftheater in a rural school, with a view to enabling students to dialogue withtheir social context(s) for the development of a questioning glance at their local reality. Asajustification, it is pointed out the fact that the teaching of Art ends up, manytimes,becoming paralyzed by the prescribed contents, mainly in relationtothestandardized tests, and the theatrical art, although obligatory for being includedintheofficial curriculum, ends up, in general, being explored superficially andwiththemesthat do not dialogue with the students' experience. As a theoretical framework, theresearch is based on Bakhtin's writings (1997, 2014a, 2014b, 2018) regardingtolanguage; by Arroyo, Caldart and Molina (2011) with regard to Rural Education;Freire (2002) with regard to education and pedagogical practices; andBoal (1982,2012) and Reverbel (1979, 1993, 1997) with regard to Theater specifically. It alsoemphasizes the studies by Morin (2003) and Fazenda (2006), regardingtothepossibility of an inter and transdisciplinary approach. This is a qualitativeresearch,divided into two phases, the first, based on Gil (2002), being configuredastheDocumental Consultation and the second, based on Brandão and Streck(2006),being the Participant Research. In order to producing data, filming, photographsandsemi-structured interviews were used, as well as analysis of pedagogical plans.Understanding that the researcher is not neutral, being also a constituent part of hisstudy, this research also adopts Bakhtin (2010) as a methodological referencefor theanalysis of the data produced. In the course of the research, theatrical exercises,field research, textual productions and theatrical plays were developedwiththestudents, favoring the dialogue with their reality. The videos produced resultedinadocumentary through which the entire discursive and constructive process developedwith the students was presented, reverberating in the educational product of thiswork. As a result, the research points to the importance of pedagogical workwithArtTheater at school, for its potentiality to enable provocative and reflectivelooksinabroader dimension. Thus, the theatrical approach allows the problematizationofsocial, political and ideological aspects that pervade the school reality, advancingbeyond its immediate surroundings.