Potencialidades do teatro na escola básica: reflexões sobre artistas-docentes do projeto Partilhas na cidade de Uberlândia/MG

• Ano de defesa: 2018
• Autor(a) principal: Guimarães, Gabriela Neves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Artes Cênicas
• Palavras-chave em Português: Teatro na escola; Artista-docente; Partilhas Teatrais; Drama in school; Artist-teacher; Teatro escolar; Artistas como professores; Artes cênicas; Teatro na educação; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/24251; http://dx.doi.org/10.14393/ufu.di.2018.1361

The goal of this research is to analyze experiences of drama teachers from a school in Uberlândia who participate in the project Partilhas Ateliê e Rede de Cooperação – Aprendizagens Teatrais na Escola Básica. Considering the methodology, the study involved the resumption of content from the project focusing on the fundamental guidelines that boosted different moments of Partilhas. Some semistructured interviews were developed, recorded in audio and video, with five drama teachers. The interviews were guided by a script divided into three parts: the first was formed by an identification card with general data about the participant; the second was composed of questions about the last or current field of work; and the third involved reflective questions. The analysis of interviews allowed the identification of impasses, discoveries, and challenges that involve the artistic-pedagogical practice. Some themes that emerged emphasized the solitude of drama teachers in the school and the search for a welcoming place; the peculiar condition of being the pioneers, the first drama teachers in the schools where they work; the possible partnerships and the importance of the student's place; the artist-teachers’ senses in school; and the political force and the struggle of the category in the constitution of the identity of the drama teacher. Finally, it was observed that Partilhas appear in the participants’ speech as a significant reference, space of intense and revealing exchanges that enhance and sustain the teaching work. In this way, it is expected, through this study, to allow reflective possibilities regarding the potential of drama at school and to signal possible reflections about how the relations of artistic coexistence affect the development of creative processes, focusing on work with youth artists-teachers