Oficinas de jogos teatrais e suas repercussões em escolares

• Ano de defesa: 2012
• Autor(a) principal: Neves, Ângela Balzano
• Orientador(a): Damiani, Magda Floriana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Jogo teatral; Aprendizagem; Desenvolvimento; Psicologia histórico-cultural
• Palavras-chave em Inglês: Theater game; Learning; Development; Historical-cultural psychology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1653

This study aimed to analyze and theorize about the repercussions of a series of workshops Theater Games which took a group of students from a fourth grade. More specifically the effects were evaluated in terms of development of higher mental functions and the development of social skills. It was used as a theoretical methodology of teaching Theater Games of Viola Spolin and Historical-Cultural Psychology of Vygotsky. The qualitative research was developed with 19 children in a public school in the city of Pelotas, in 2010. Data were collected through semi-structured interviews with students and classroom teacher, a questionnaire answered by parents of portfolios prepared by students and observations and records in a field notebook. The results suggest that students exercised and developed higher mental functions such as attention, concentration, awareness, abstraction, memory, sensory and body awareness, as well as social skills such as respect for others, working together, disinhibition front of colleagues and adults and gender relations. The work aims to bring a contribution to the discussion about the importance of teaching in public school Theatre Games concerning the cognitive and affective development of students.