Sociodrama : um novo paradigma em educação como prática da liberdade

Detalhes bibliográficos
Autor(a) principal: Firmo, Yandra de Oliveira
Data de Publicação: 2019
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/2243
Resumo: Great political, economic, social, cultural, ethical and aesthetic transformations have marked society markedly and provoked profound contradictions, especially with regard to education, which has become a significant place of disputes. Themes such as democracy, social justice and youth protagonism become necessary for debates, unfolding into pedagogical proposals that bet on the transformative potential of learning. This interventional research goes in this direction, going through our practice, carried out with a group of young apprentices of the High School modality of the State Education Network, and proposing the connection of the original and inventive contributions of three great creators in the fields of education, social relations, corporeality’s and the arts, namely: education as a practice of freedom, by Paulo Freire; the method of sociodrama, created by Jacob L. Moreno; and the phenomenological perceptions of Maurice Merleau-Ponty. The objective is to understand how the authoritative narratives of young apprentices, emerged by sociodrama, can contribute to a democratic education, going through issues that bring us the pedagogical, social, affective and political dimensions, resulting from sociodramatic actions, when practiced in formal education. Sociodrama is used as a participatory research method that aims to understand group processes and intervene in their problematic situations, using dramatization techniques, sensitive artistic languages and social role plays. It is projected a propositive reflection for education through art and the vivid corporeality in the world present in the here and now. The practices are described and the paths are enrolled, presenting the understanding of phenomenological perception of the interconnection between freiriana philosophy and the method of sociodrama and its effects when performed in everyday school life. A brief history of sociodrama and its developments as an interventive method for social issues, its concepts, techniques and instruments from the achievements with the researched group is presented. The sociodramatic method is understood as the promoter of self-knowledge, stimulus to self-research and knowledge of the other. The question is how sociodrama and its narratives can be considered methodology for research in Education. The experiences are reported from the spontaneity, creativity and sensitivity of young protagonists, having understandings of the world through their own experiences. Considering the study developed, it is possible to consider that sociodrama is a technique for surveying diagnostic data, which presents possible solutions to conflicts in the field of education, promotes a protagonic, cathartic, emancipatory and liberating education, and may become an action to encourage young students to take decisions in the construction of knowledge and recognition of themselves and the world.
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spelling Sociodrama : um novo paradigma em educação como prática da liberdadeEducação básicaSociodramaEducação libertadoraCNPQ::CIENCIAS HUMANAS::EDUCACAOBasic educationSociodramaLiberating educationGreat political, economic, social, cultural, ethical and aesthetic transformations have marked society markedly and provoked profound contradictions, especially with regard to education, which has become a significant place of disputes. Themes such as democracy, social justice and youth protagonism become necessary for debates, unfolding into pedagogical proposals that bet on the transformative potential of learning. This interventional research goes in this direction, going through our practice, carried out with a group of young apprentices of the High School modality of the State Education Network, and proposing the connection of the original and inventive contributions of three great creators in the fields of education, social relations, corporeality’s and the arts, namely: education as a practice of freedom, by Paulo Freire; the method of sociodrama, created by Jacob L. Moreno; and the phenomenological perceptions of Maurice Merleau-Ponty. The objective is to understand how the authoritative narratives of young apprentices, emerged by sociodrama, can contribute to a democratic education, going through issues that bring us the pedagogical, social, affective and political dimensions, resulting from sociodramatic actions, when practiced in formal education. Sociodrama is used as a participatory research method that aims to understand group processes and intervene in their problematic situations, using dramatization techniques, sensitive artistic languages and social role plays. It is projected a propositive reflection for education through art and the vivid corporeality in the world present in the here and now. The practices are described and the paths are enrolled, presenting the understanding of phenomenological perception of the interconnection between freiriana philosophy and the method of sociodrama and its effects when performed in everyday school life. A brief history of sociodrama and its developments as an interventive method for social issues, its concepts, techniques and instruments from the achievements with the researched group is presented. The sociodramatic method is understood as the promoter of self-knowledge, stimulus to self-research and knowledge of the other. The question is how sociodrama and its narratives can be considered methodology for research in Education. The experiences are reported from the spontaneity, creativity and sensitivity of young protagonists, having understandings of the world through their own experiences. Considering the study developed, it is possible to consider that sociodrama is a technique for surveying diagnostic data, which presents possible solutions to conflicts in the field of education, promotes a protagonic, cathartic, emancipatory and liberating education, and may become an action to encourage young students to take decisions in the construction of knowledge and recognition of themselves and the world.Grandes transformações políticas, econômicas, sociais, culturais, éticas e estéticas vêm marcando acentuadamente a sociedade e provocando profundas contradições, sobretudo no tocante à educação, que passa a ser um lugar significativo de disputas. Temas como democracia, justiça social e protagonismo juvenil se tornam necessários aos debates, desdobrando-se em propostas pedagógicas, que apostam no potencial transformador da aprendizagem. Esta pesquisa interventiva vai nesta direção, ao percorrer nossa prática, realizada com um grupo de jovens aprendizes da modalidade do Ensino Médio da Rede Estadual de Ensino, e ao propor a conexão das contribuições originais e inventivas de três grandes criadores nos campos da educação, das relações sociais, corporeidades e das artes, a saber: a educação como prática de liberdade, de Paulo Freire; o método do sociodrama, criado por Jacob L. Moreno; e as percepções fenomenológicas de Maurice Merleau-Ponty. Objetiva-se compreender como as narrativas autorais de jovens aprendizes, emergidas pelo sociodrama, podem contribuir para uma educação democrática, perpassando por questões que nos trazem as dimensões pedagógicas, sociais, afetivas e políticas, resultantes das ações sociodramáticas, quando praticadas na educação formal. Utiliza-se o sociodrama como um método de pesquisa participante que visa entender os processos grupais e intervir em suas situações-problema, tendo como técnicas a dramatização, as linguagens artísticas sensíveis e os jogos de papéis sociais. Projeta-se uma reflexão propositiva para a educação por meio da arte e pela corporeidade vívida no mundo presente no aqui e agora. Descrevem-se as práticas e inscrevem-se os percursos, apresentando-se o entendimento de percepção fenomenológica da interconexão entre a filosofia freiriana e o método do sociodrama e seus efeitos quando realizado no cotidiano escolar. Expõese um breve histórico do sociodrama e seus desdobramentos como método interventivo para as questões sociais, seus conceitos, técnicas e instrumentos a partir das realizações com o grupo pesquisado. Compreende-se o método sociodramático como o promotor do autoconhecimento, do estímulo à pesquisa de si e do conhecimento do outro. Indaga-se de que maneira o sociodrama e suas narrativas podem ser considerados metodologia para pesquisa em Educação. Relatam-se as experiências a partir da espontaneidade, criatividade e sensibilidade de jovens protagonistas, tendo compreensões do mundo mediante suas próprias vivências. Considerando o estudo desenvolvido, é possível ponderar que o sociodrama é uma técnica para levantamento de dados diagnósticos, que apresenta possíveis soluções para conflitos no âmbito da educação, fomenta uma educação protagônica, catártica, emancipatória e libertadora, podendo vir a ser uma ação para o encorajamento de jovens discentes a assumirem tomadas de decisões nas construções de conhecimento e reconhecimento de si e do mundo.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoBarros Neta, Maria da Anunciação PinheiroPassos, Luiz Augustohttp://lattes.cnpq.br/5248678282985273http://lattes.cnpq.br/4780912723951170Barros Neta, Maria da Anunciação Pinheiro137.634.743-15http://lattes.cnpq.br/4780912723951170Passos, Luiz Augusto011.741.408-52http://lattes.cnpq.br/5248678282985273137.634.743-15011.741.408-52Rezende, Maria Aparecida208.575.271-34http://lattes.cnpq.br/4835064822444639Grando, Beleni Salete274.549.751-00http://lattes.cnpq.br/2322323427528838Pereira, Lisanil da Conceição Patrocínio551.776.031-72http://lattes.cnpq.br/5019828060804740Campos, Maria das Graças110.057.931-15http://lattes.cnpq.br/1177870294860417Firmo, Yandra de Oliveira2021-01-11T13:12:13Z2020-12-042021-01-11T13:12:13Z2019-12-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisFIRMO, Yandra de Oliveira. Sociodrama: um novo paradigma em educação como prática da liberdade. 2019. 291 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.http://ri.ufmt.br/handle/1/2243porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-01-14T06:02:17Zoai:localhost:1/2243Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-01-14T06:02:17Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv Sociodrama : um novo paradigma em educação como prática da liberdade
title Sociodrama : um novo paradigma em educação como prática da liberdade
spellingShingle Sociodrama : um novo paradigma em educação como prática da liberdade
Firmo, Yandra de Oliveira
Educação básica
Sociodrama
Educação libertadora
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Basic education
Sociodrama
Liberating education
title_short Sociodrama : um novo paradigma em educação como prática da liberdade
title_full Sociodrama : um novo paradigma em educação como prática da liberdade
title_fullStr Sociodrama : um novo paradigma em educação como prática da liberdade
title_full_unstemmed Sociodrama : um novo paradigma em educação como prática da liberdade
title_sort Sociodrama : um novo paradigma em educação como prática da liberdade
author Firmo, Yandra de Oliveira
author_facet Firmo, Yandra de Oliveira
author_role author
dc.contributor.none.fl_str_mv Barros Neta, Maria da Anunciação Pinheiro
Passos, Luiz Augusto
http://lattes.cnpq.br/5248678282985273
http://lattes.cnpq.br/4780912723951170
Barros Neta, Maria da Anunciação Pinheiro
137.634.743-15
http://lattes.cnpq.br/4780912723951170
Passos, Luiz Augusto
011.741.408-52
http://lattes.cnpq.br/5248678282985273
137.634.743-15
011.741.408-52
Rezende, Maria Aparecida
208.575.271-34
http://lattes.cnpq.br/4835064822444639
Grando, Beleni Salete
274.549.751-00
http://lattes.cnpq.br/2322323427528838
Pereira, Lisanil da Conceição Patrocínio
551.776.031-72
http://lattes.cnpq.br/5019828060804740
Campos, Maria das Graças
110.057.931-15
http://lattes.cnpq.br/1177870294860417
dc.contributor.author.fl_str_mv Firmo, Yandra de Oliveira
dc.subject.por.fl_str_mv Educação básica
Sociodrama
Educação libertadora
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Basic education
Sociodrama
Liberating education
topic Educação básica
Sociodrama
Educação libertadora
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Basic education
Sociodrama
Liberating education
description Great political, economic, social, cultural, ethical and aesthetic transformations have marked society markedly and provoked profound contradictions, especially with regard to education, which has become a significant place of disputes. Themes such as democracy, social justice and youth protagonism become necessary for debates, unfolding into pedagogical proposals that bet on the transformative potential of learning. This interventional research goes in this direction, going through our practice, carried out with a group of young apprentices of the High School modality of the State Education Network, and proposing the connection of the original and inventive contributions of three great creators in the fields of education, social relations, corporeality’s and the arts, namely: education as a practice of freedom, by Paulo Freire; the method of sociodrama, created by Jacob L. Moreno; and the phenomenological perceptions of Maurice Merleau-Ponty. The objective is to understand how the authoritative narratives of young apprentices, emerged by sociodrama, can contribute to a democratic education, going through issues that bring us the pedagogical, social, affective and political dimensions, resulting from sociodramatic actions, when practiced in formal education. Sociodrama is used as a participatory research method that aims to understand group processes and intervene in their problematic situations, using dramatization techniques, sensitive artistic languages and social role plays. It is projected a propositive reflection for education through art and the vivid corporeality in the world present in the here and now. The practices are described and the paths are enrolled, presenting the understanding of phenomenological perception of the interconnection between freiriana philosophy and the method of sociodrama and its effects when performed in everyday school life. A brief history of sociodrama and its developments as an interventive method for social issues, its concepts, techniques and instruments from the achievements with the researched group is presented. The sociodramatic method is understood as the promoter of self-knowledge, stimulus to self-research and knowledge of the other. The question is how sociodrama and its narratives can be considered methodology for research in Education. The experiences are reported from the spontaneity, creativity and sensitivity of young protagonists, having understandings of the world through their own experiences. Considering the study developed, it is possible to consider that sociodrama is a technique for surveying diagnostic data, which presents possible solutions to conflicts in the field of education, promotes a protagonic, cathartic, emancipatory and liberating education, and may become an action to encourage young students to take decisions in the construction of knowledge and recognition of themselves and the world.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-06
2020-12-04
2021-01-11T13:12:13Z
2021-01-11T13:12:13Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv FIRMO, Yandra de Oliveira. Sociodrama: um novo paradigma em educação como prática da liberdade. 2019. 291 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.
http://ri.ufmt.br/handle/1/2243
identifier_str_mv FIRMO, Yandra de Oliveira. Sociodrama: um novo paradigma em educação como prática da liberdade. 2019. 291 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.
url http://ri.ufmt.br/handle/1/2243
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
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repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
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