O trabalho com o teatro-fórum no ensino de língua portuguesa: escrita, oralidade e letramento crítico

• Ano de defesa: 2024
• Autor(a) principal: André Flausino de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Interacionismo sociodiscursivo; Peça de teatro-fórum; Escrita; Oralidade; Letramento crítico; Língua portuguesa – Estudo e ensino; Língua portuguesa – Métodos de ensino; Teatro (literatura) – Técnica; Teatro do oprimido
• Link de acesso: http://hdl.handle.net/1843/68613

This research's central objective is to present a proposal for working with theater in teaching Portuguese in basic education. More specifically, we focus on the “theatrical play” genre, taking as a basis the forum theater proposal (BOAL, 2019), with a view, initially, to mapping the teachable dimensions of this genre. Once this initial stage has been completed, we prepare a teaching proposal conceived in the form of a didactic sequence (SD), focusing on the language skills that the learning subject needs to mobilize in the process of written production and in the oral process of staging theatrical plays. To this end, the work sought to be anchored in the theoretical assumptions of Vygotsky's Social Interactionism and in the studies of Sociodiscursive Interactionism (ISD) advocated by researchers from the Geneva School, such as Bronkcart (1999), Dolz and Schneuwly (2004), as well as sought support in works related to the construction of didactic models of genres (Machado, 2002; Machado and Cristóvão, 2009). Furthermore, theories and techniques from the Theater of the Oppressed were considered, in the forum theater model (Boal, 2019), in theatrical games proposed by Spolin (2006) and in studies on critical literacy (Freire, 1989; Kleiman, 1995, 2003; Soares, 2004; Street, 2014). Regarding the methodology, it is a propositional research for the classroom, with a qualitative nature and a descriptivist approach to data. The research results allow us to conclude that working with theater in mother tongue teaching can be an innovative pedagogical strategy, as it enables both the learning of diverse language capabilities (actional, discursive, linguistic and kinesic capabilities), intrinsically linked to writing and orality, but it can also favor the development of students' critical skills, offering them the opportunity to bring into play, through language, social and human issues that require reflection in a world increasingly marked by inequalities, oppression and the maintenance of power relations.