Prática teatral dialógica de inspiração freireana: uma experiência na escola, com jovens e adultos

Detalhes bibliográficos
Ano de defesa: 2011
Autor(a) principal: Pinto, Alexandre Saul lattes
Orientador(a): Cortella, Mario Sergio
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
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: Educação
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/9632
Resumo: In the context of this research, there is emphasis in the understanding of art as a form of knowledge with ethical and political implications and, on this perspective; it is assumed that theater can be a valuable instrument of struggle and humanization that can collaborate with the transformation of reality. This research proposes to answer the following question: how theater can be an artistic and educational practice that encourages critical thinking, with the intent that a school community can understand better their limit-situations and mobilize itself to overcome them? Through participant observation, on a qualitative approach, the research's path was being built, with the intention to designing and experience a theatrical practice inspired by the politicalpedagogical proposal of Paulo Freire. It worked up with the core ideas of Freire's thought to codify, in theatrical language, and discuss with a school community, of the city of São Paulo, limit-situations experienced by them. The objective was to develop a dialogical theater in which the dialogue took a central role with regard to the construction of knowledge and an emancipatory practice. The theoretical framework of this investigation was supported, in particular, on the ideas of Freire, Boal and Brecht. The analysis of the research results was done through a conceptual sieve which subsidized the creation of what was considered, in this dissertation, a dialogical theater. The results demonstrated the feasibility and relevance of such an experience at School, especially its potential to expand the possibilities for reading reality of the participants and generate actions of active citizenship. In addition, the results indicated educational implications for the school curriculum, waving rooting possibilities of theatrical practice performed