O teatro como experiência estética na educação básica: uma reflexão sobre narrativas docentes

• Autor(a) principal: Santana, Elizabeth de Aguiar Mattiasi
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4110
• topic: Educação estética; Teatro e educação; Narrativas docentes; Educação básica; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation is the result of a Master's Degree in Education research, from the Graduate Program (PPGE) of the University of São Paulo City, research line Subjectivities, Formation and Learning. The objective is to understand how Aesthetic Education is present in the narratives and memories of elementary school teachers, Cycle I of a school in the Municipal Network of São Paulo, highlighting the contributions of work with art and theater. Our specific objectives are to recognize aesthetic and sensitizing experiences at school and analyze times, spaces, limits and possibilities in living with art, also including Aesthetic Education through theatre; expanding the conceptual understanding of the aesthetic dimension to an education aimed at the autonomy and emancipation of subjects. It was intended to answer the following central questions: How did you come up with the idea of offering drama classes after school? What theater practices are possible in daily teaching work? How can teachers 'work develop subjects' autonomy and emancipation in the school environment? For this, we used as a reference the studies of life stories and (auto) biographical narratives in Josso (2010), Delory-Momberger (2006) Passegi and Gaston Pineau (2006). We present concepts of Aesthetic Education based on Schiller (2002) and Perissé (2014) as well as a brief overview of art-educator movements in Brazil, then we bring reflections on the historical passages of theater with contributions from Boal (2009, 2011). The development process of autonomy and emancipation are thought of based on Freire (2014; 2019) and Adorno (1995), and the constitution of the aesthetic look to achieve a more sensitive education comes from studies by Vigotisky (1999; 2004; 2014) and Le Breton (2016). The methodological approach is qualitative, and data collection was carried out in two stages: the first moment in the field, with participant observation at the research locus and the second moment with the data collection strategy using the methodological device "Patchwork Quilt" developed by Berkenbrock-Rosito (2014). From the results obtained in the three stages of the methodological device, we weave the analyzes of the oral narrative under the focus of Gadamer's hermeneutics (2000), and the written narrative was based on thematic analysis, by Jovchelovitch and Bauer (2015), so that the "Patchwork Quilt" contributed to the awakening of feelings and senses that go beyond the questions and answers carried out in the research, in a reflective process that reverberates in the aesthetic experience, in the dialogue, in the interaction and in the exchange.