A experiência ritualística da cena: o teatro como educação sensível no Ensino Médio

• Ano de defesa: 2019
• Autor(a) principal: Siqueira, Thulho Cezar Santos de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Educação; Experiência; Teatro ritual; Ensino Médio; Ensino de Teatro; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27376

The present paper aims to demonstrate Ritual Theatre as a possibility for bringing sentitive education to High School teatching and its value by arguing to reach a investigation of the lived experience of the students at integrated High School of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, in Ceará-Mirim campus (IFRN - CM). From the notion of experience as an opening to the world and its first source of information about it, using the phenomenological studies, especially in Merleau-Ponty's conception to investigate how this experience organized from a specific theatrical practice, the Ritual Theatre, particularly in the proposition experienced by the researcher in the Arkhétypos Theatre Group, is configured as a possibility to incorporate sensitive education in High School. From the methodological point of view, guided by the Phenomenology, this research aims to describe, reduce and interpretate the experience lived with the students of the IFRN Ceará-Mirim, making possible an understanding of in what ways the experience with the Ritual Theatre is a possibility of offering sensitive education in High School. To achieve this, the text is divided in four chapters that together can show meanings and structurated significations of the research. In the first chapter the reader is situated about the meaning gived to the term Ritual Theatre, mainly through the comparison between the thoughts on the experiences already lived by the author and the contributions of scholars on his theme, the presentation of the notion of the imaginary that crosses all the research is followed, making an approximation with the context of the research here presented. In the second chapter the phenomenological description of the experience lived in the IFRN CearáMirim with the students of the Integrated High School appears. Further on, in chapter three, the interpretation of experience occurs and the main meanings attributed by the author to the experience described are presented and discussed. To this end, the contributions of the anthropology of experience, in Turner and Dawsey's perspective, from the studies on Esthesiology, following the reflection made by Merleau-Ponty and taken up by Nobrega, and from Emersiology - thought from the Bernard Andrieu reading. In the fourth and last chapter there is a continuity of the interpretation begun in the previous chapter, except that the questions related to the Education field are discussed more specifically. The dialogue with Merleau-Ponty's critique of science makes it possible to point out new possibilities for educational practices in school, recalling and discussing the importance of experimenting with art to achieve this goal, and finally presenting and discussing the approximation of the notion of emancipation developed by Jacques Rancière pointing out how this occurred in the experience held in IFRN Ceará-Mirim and described and discussed in this thesis.