Teatro e a cultura corporal de movimento : possibilidades pedagógicas para educação física escolar

• Autor(a) principal: Silva, Elisa Barcellos da Cunha e
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5099
• topic: Educação física; Teatro; Práticas corporais; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA; Physical education; Theatre; Body practices

This study seeks to understand the use of Theatre as a methodological resource in teaching the contents of school Physical Education classes. For this purpose, a research-intervention project was developed, which included teaching recreational activities, like kids’ games, and Theatre Games. The objective was to enable the Physical Education teacher to diversify the didactic-pedagogical approach in order to broaden the understanding of the student's body expression. The methodological didactic path chosen for the development of Physical Education classes, at EMEF Arthur da Costa e Silva, Vitória-ES, with fourth year students, made it possible to insert scenic elements present in the Theatre and in the Dramatic Game. The theoretical methodological procedures were based on the following elements: critical-reflective thinking present in the Brazilian Physical Education Renovation Movement and; the experiences of the researcher's teaching practice. The methodological approach used was qualitative and the method was the participatory research. The data collection procedures were the creation of a field diary with notes of the observations made in class; the registration of photos of the classes and; the records made by the students, such as text and drawings. The analysis of the data produced in the research was carried out based on theoretical references, which helped in the identification of the following thematic axes of analysis: The Use of Theatre and Theatre Games for the Teaching of Body Expression; The Learning of Physical Education at School through the use of Theatre. The theoretical concepts that supported the elaboration of these axes were: Theatre and Theatre Games by Reverbel (1989) and Koudela, (2013); Knowing how to do and knowing about doing in school physical education by Darido and Rangel (2011); The Curricular Organisation and the Body Expression Content by Palma, Oliveira and Palma (2010) and González and Fraga (2012). The results of the analyses indicated that the use of Theatre in Physical Education classes enabled students to discover their ability to express, to feel their emotions, to explore the body, space and movements, through the exchange of experiences in the activities developed. Also, we identified the construction of a critical-reflexive thinking about the cultural identities of the students, with the involvement in the process of creating, representing, dramatising, fantasising what allowed the imaginary, the fantasy and the mimicry to emerge in the students. Based on this, we concluded that learning went beyond the knowledge of body expression and involves knowing how to do and knowing how to develop the autonomy and the role that consolidated values for the development of citizens.