Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom

Bibliographic Details
Main Author: Fernandes, Fabíola Rahde
Publication Date: 2020
Other Authors: Pacheco, Eduardo Guedes
Format: Article
Language: por
Source: Reflexão e Ação (Online)
Download full: https://seer.unisc.br/index.php/reflex/article/view/14230
Summary: This study investigates how the theatrical creation moves processes of invention and resistance to the mechanization of practices in school education. It aims to research ways of acting in theater with students in sixth grade and takes as a scenario a school on the North Coast of the State of Rio Grande do Sul. Deleuze and Guattari's concept of composition plan, along with considerations from other contemporary thinkers, is evoked in order to discuss and explore ways of being in the school place. For this, the research seeks reference in Lehmann's postdramatic concepts, alluding him as an operator in the invention of the methodology called post-dramaturgy of encounter. This research concludes that the proposed experiments indicate possible ways of theater acting as a practice of collective creation in the researched context.
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spelling Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroomEducación, Teatro e Invención: ensayo para una “Pós-Dramaturgia” del encuentro en aulasEducação, Teatro e Invenção: ensaio para uma Pós-Dramaturgia do encontro na aulaSchoolTheaterCreationDramaPostdramatic.EscuelaTeatroCreaciónDramaPós-dramático.EscolaTeatroCriaçãoDramaPós-dramático.Educação e teatro em contextos escolares.This study investigates how the theatrical creation moves processes of invention and resistance to the mechanization of practices in school education. It aims to research ways of acting in theater with students in sixth grade and takes as a scenario a school on the North Coast of the State of Rio Grande do Sul. Deleuze and Guattari's concept of composition plan, along with considerations from other contemporary thinkers, is evoked in order to discuss and explore ways of being in the school place. For this, the research seeks reference in Lehmann's postdramatic concepts, alluding him as an operator in the invention of the methodology called post-dramaturgy of encounter. This research concludes that the proposed experiments indicate possible ways of theater acting as a practice of collective creation in the researched context.El presente estudio busca saber de qué formas la creación teatral promueve procesos de invención y resistencia a la mercantilización de las prácticas en la educación escolarizada. El objetivo principal es investigar modos de actuación teatral junto a los estudiantes del sexto año de la enseñanza primaria y tiene como escenario una escuela del Litoral Norte del Estado del Rio Grande do Sul. El concepto de plan de composición de Deleuze y Guattari, juntamente a las consideraciones de otros teóricos contemporáneos, es evocado con el intuito de discutir y explorar modos de ser y estar en la escuela. A este respecto, la investigación busca referencias en el concepto de pós-dramático de Lehmann, tratándolo como operador en la elaboración metodológica, llamada de pós-dramaturgia do encontro. Por consiguiente, las experimentaciones propuestas muestran los caminos posibles de actuación en el teatro como práctica de creación colectiva el en contexto de la encuesta.O presente estudo investiga de que formas a criação teatral movimenta processos de invenção e resistência à mecanização das práticas na educação escolarizada. Tem por objetivo pesquisar modos de atuação do teatro junto a alunos do sexto ano do ensino básico e toma como cenário uma escola do Litoral Norte do Estado do Rio Grande do Sul. A concepção de plano de composição de Deleuze e Guattari, consoante a considerações de outros pensadores contemporâneos, é evocada com o intuito de discutir, bem como explorar modos de ser e estar na escola. Para isso, a pesquisa busca referência no conceito de pósdramático de Lehmann, tratando-o como operador na invenção da metodologia, denominada pós-dramaturgia do encontro. Conclui, assim, que as experimentações propostas indicam caminhos possíveis de atuação do teatro como prática de criação coletiva no contexto pesquisado.EDUNISC2020-06-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.unisc.br/index.php/reflex/article/view/1423010.17058/rea.v28i2.14230Reflexão e Ação; v. 28 n. 2 (2020): Dossiê: Deslocamentos na Educação Contemporânea; 73-881982-9949reponame:Reflexão e Ação (Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://seer.unisc.br/index.php/reflex/article/view/14230/pdfCopyright (c) 2020 Reflexão e Açãoinfo:eu-repo/semantics/openAccessFernandes, Fabíola RahdePacheco, Eduardo Guedes2021-01-20T23:27:36Zoai:ojs.online.unisc.br:article/14230Revistahttps://online.unisc.br/seer/index.php/reflexPUBhttps://online.unisc.br/seer/index.php/reflex/oaieders@unisc.br || rea@unisc.br1982-99490103-8842opendoar:2021-01-20T23:27:36Reflexão e Ação (Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
Educación, Teatro e Invención: ensayo para una “Pós-Dramaturgia” del encuentro en aulas
Educação, Teatro e Invenção: ensaio para uma Pós-Dramaturgia do encontro na aula
title Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
spellingShingle Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
Fernandes, Fabíola Rahde
School
Theater
Creation
Drama
Postdramatic.
Escuela
Teatro
Creación
Drama
Pós-dramático.
Escola
Teatro
Criação
Drama
Pós-dramático.
Educação e teatro em contextos escolares.
title_short Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
title_full Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
title_fullStr Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
title_full_unstemmed Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
title_sort Education, Theater and Invention: testing for a Post-Dramaturgy of encounter in the classroom
author Fernandes, Fabíola Rahde
author_facet Fernandes, Fabíola Rahde
Pacheco, Eduardo Guedes
author_role author
author2 Pacheco, Eduardo Guedes
author2_role author
dc.contributor.author.fl_str_mv Fernandes, Fabíola Rahde
Pacheco, Eduardo Guedes
dc.subject.por.fl_str_mv School
Theater
Creation
Drama
Postdramatic.
Escuela
Teatro
Creación
Drama
Pós-dramático.
Escola
Teatro
Criação
Drama
Pós-dramático.
Educação e teatro em contextos escolares.
topic School
Theater
Creation
Drama
Postdramatic.
Escuela
Teatro
Creación
Drama
Pós-dramático.
Escola
Teatro
Criação
Drama
Pós-dramático.
Educação e teatro em contextos escolares.
description This study investigates how the theatrical creation moves processes of invention and resistance to the mechanization of practices in school education. It aims to research ways of acting in theater with students in sixth grade and takes as a scenario a school on the North Coast of the State of Rio Grande do Sul. Deleuze and Guattari's concept of composition plan, along with considerations from other contemporary thinkers, is evoked in order to discuss and explore ways of being in the school place. For this, the research seeks reference in Lehmann's postdramatic concepts, alluding him as an operator in the invention of the methodology called post-dramaturgy of encounter. This research concludes that the proposed experiments indicate possible ways of theater acting as a practice of collective creation in the researched context.
publishDate 2020
dc.date.none.fl_str_mv 2020-06-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.unisc.br/index.php/reflex/article/view/14230
10.17058/rea.v28i2.14230
url https://seer.unisc.br/index.php/reflex/article/view/14230
identifier_str_mv 10.17058/rea.v28i2.14230
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.unisc.br/index.php/reflex/article/view/14230/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Reflexão e Ação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Reflexão e Ação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDUNISC
publisher.none.fl_str_mv EDUNISC
dc.source.none.fl_str_mv Reflexão e Ação; v. 28 n. 2 (2020): Dossiê: Deslocamentos na Educação Contemporânea; 73-88
1982-9949
reponame:Reflexão e Ação (Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Reflexão e Ação (Online)
collection Reflexão e Ação (Online)
repository.name.fl_str_mv Reflexão e Ação (Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv eders@unisc.br || rea@unisc.br
_version_ 1844000203709874176

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