O Teatro do Oprimido e os possíveis diálogos e transbordamentos entre espaços educacionais: uma etnografia junto ao grupo MareMoTO

• Autor(a) principal: Trombini, Igor Federici
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10768
• topic: Theater of the oppressed; Oppression; Ethnography; Dialogic; Knowledge; Opressão; Dialógico; Conhecimento; Educação; Teatro do Oprimido; Etnografia; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The present dissertation follows the work of MareMoTO, a Theatre of the Oppressed group (GTO). The objective is to understand the development of dialogical relations (FREIRE, 1968) and knowledge production inside a GTO. We will study the methodological potential for articulation between educational spaces to overcome symbolic exclusion (XIBERRAS, 1993) and cognitive injustice (SANTOS, 2007).These and other epistemologies depart from horizontal polyphonic narratives. We look at the interrelatedness of five ethnography concepts (CLIFFORD; MARCUS, 2016; MATTOS, 2011) and the pedagogic-politic-theatrical methodology (BOAL, 2009). We investigate the young group s relations, and how a less aggressive otherness' management (MAFFESOLI, 2015) potentializes aesthetic-epistemological creation, based in afectual relationships. This enables an understanding of reality and ways of transforming it. Based on MareMoTO essays, presentations, and workshops, we recognize these characteristics of the methodology: the transformation of passive spectator into active protagonist (TEIXEIRA, 2007); the reality modification through invisibilized languages; the synaesthetic dialog amplification; the decentralization of knowledge production; the creation of horizontal spaces, opened and inviting for a transformative dialogue; the recognition of aesthetic production as indissociable from knowledge production (VICTORIO, 2012). We look to understand this work as a transgressive language, with the potential of overflow between formal and non-formal education spaces. This creates heterotopies and perceptive bubbles (VANUCCI, 2016), which waterlog (as an authentic MareMoTO) and trigger haywires . This is how the present of education institutions opens to the future (DELEUZE, 2013), showing not only other aesthetics, but other forms with which to produce them (SANTOS, 2007)