Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Caetano, Camila Gomes Arellaro
 |
| Orientador(a): |
Saul, Ana Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23127
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Resumo: |
This thesis starts from the hypothesis that, for the construction of a democratic society, it is necessary a political project in which public policies are carried out in an integrated manner, especially culture and education. In this perspective, it is understood that Art is a fundamental part of this construction, and theater, as it stimulates sensitivity, playfulness, curiosity and enchantment, constitutes a fundamental element, both for the training of educators and for school and social everyday life. Therefore, this research analyzed how the education of children, young people and educators, through the theater, can contribute to a social transformation. Grounded in Paulo Freire, Boaventura de Sousa Santos, Elliot Eisner and Augusto Boal’s thinking, the research involved a qualitative study that was based on a literature review, document analysis, semi-structured interviews and observation of training and practice contexts. To answer the question: What contributions can the theater offer for a humanizing education with a view to social transformation?, an Art program, which relied on the theatrical language in the city of Bologna, Italy, was analyzed. The project involved public management, theater and day care centers and made theatrical Art a fundamental part of the social and educational life of the community. It was sought to understand how this context contributed to a citizen education based on the categories: dialogue, participation, criticality and creativity, concepts present in Paulo Freire’s Pedagogy. The results obtained demonstrated that the contribution of the theater in the educators’ training had great impact, both in the educational practices and in the dynamics of planning, reflection and education. Theater was integrated into public policies and incorporated into social actions. It was evident that Art, through theater, in the educational training, in schools, in pedagogical and artistic practices and in the social interaction, stimulated dialogue as a fundamental element for human relations. Creativity, as a way of daring in practices, social participation, for permanent performance in the community, and the criticality, in order to rediscover the world and its movements, contributing to the transformation of the reality of that community. This thesis demonstrates the need for Art as a fundamental and indispensable human heritage for the construction of a citizen education, committed to a culturally democratic society and resistant to the process of people’s objectification |
