Jogos teatrais na educação: desafios

• Autor(a) principal: Cancello, Ana Marques
• Data de Publicação: 2011
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28762
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Arte-educação; Jogo teatral; Educação; Art education; Theatrical game; Education

This research education / intervention is focused to answer the question: How does the theatrical play can promote their work in school? For this picture I drew a background of art education in Brazil, focusing on the history of drama in education. Authors have presented some of theater games, specifying the materials used, the teaching, the teaching procedures. Developed and reported the practical work with a group of seven students (boys) 11 to 13 years old with learning difficulties and attitudinal. This work finds itself placed under the Interinstitutional studies of the Chair Joel Martin, based in the Faculty of Education at PUC-SP and its locus of research EMEF Judge Amorim Lima, public school elementary school located at Rua Professor Vicente Peixoto, 50, Indian Village, California. For this, first introduced in March, a theorist with national and international authors on the theatrical play, as well as the concepts and methods, which influenced the proposed practice. Following through exploratory research with students, I sought to know the reality of children and their interests from the developed exercises / workshops. The activities were varied, such as coordination games, theater games, dance and visual arts. The classes form developed at the school, the room once a week, always with music. I was surprised to go to practice and see that the theater would not be the first path as I had planned. The group showed me through his body movements, their gestures, their speech: the dance. Needed to achieve them permeate their interests. Talking to the group was not easy, had difficulty channeling their energies, they beat all the time, climbed on the tables, throwing chairs and tables on the floor, shouted out the window, threw objects, not listening. Therefore the dialogue would not be the first phase of work, and yes, body language, specifically dance. Involved with the repertoire that I brought in the first and second class, for they could not. Would really love to funk. Respect their choices, but brought a funk different from their usual, but with the same beat. Excited, we speak the same language, even though I am an adult and a teacher, an authority to them. So we gradually became acquainted, we understand. Realized that I was not there as an enemy, or someone putting them down, but someone who wanted to work them, believed in the potential of the group. Gradually met their interests and even talked about the confusion who got in school. This research showed me the wealth that is the blending of different artistic fields, and how you can use them. Time was short, I needed more, they planned mainly playing theater was not possible. But the achievements such as: working together, doing double, listen up, look up, self esteem, were clearly important. For me, it was difficult and challenging. How important was watching them, forget a little of my interests and go for them. Feeling the group, see where we can step, conquer them, so as to speak the same language, art