Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…

Detalhes bibliográficos
Autor(a) principal: Côrtes (Universidade Federal do Acre – Rio Branco/AC, Brasil), Micael
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos da Presença
Texto Completo: https://seer.ufrgs.br/index.php/presenca/article/view/37219
Resumo: This paper aims to ethnographically report an experiment from a workshop entitled Playing with Theater, which was developed in a prison context from 2008 to 2009 as an observer-participant in a shed known as Escola do Presídio(Prison School), in the countryside of the State of São Paulo, together with the cultural group monitors inmates. It urges us a gaze to the field of Theatre Pedagogy: theater-education as a learning process which provides an artistic-aesthetic-pedagogical experience as a possibility to contemplate the creation, the imagination, the feelings, the emotions, the passions, the tragedies, and recreation as an adventure to broaden an open and sensitive knowledge of this area, and then make it an educational experience.
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spelling Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…Les Porte Semi-ouvertes: um compte ethnographique, un drame avec le personnes privés de liberté- en plus du spéctacle...Portas EntreAbertas: um relato etnográfico a partir de um fazer teatro com pessoas privadas de liberdade – para além do espetáculo...Pedagogia do TeatroTeatro-EducaçãoEtnografiaExperiência EstéticaProduction of KnowledgeTheatre PedagogyTheatre EducationEthnographyAesthetic ExperiencePédagogie du ThéâtreThéâtre-Éducation EthnographieL’Expérience EsthétiqueThis paper aims to ethnographically report an experiment from a workshop entitled Playing with Theater, which was developed in a prison context from 2008 to 2009 as an observer-participant in a shed known as Escola do Presídio(Prison School), in the countryside of the State of São Paulo, together with the cultural group monitors inmates. It urges us a gaze to the field of Theatre Pedagogy: theater-education as a learning process which provides an artistic-aesthetic-pedagogical experience as a possibility to contemplate the creation, the imagination, the feelings, the emotions, the passions, the tragedies, and recreation as an adventure to broaden an open and sensitive knowledge of this area, and then make it an educational experience.Ce texte a pour but de signaler une expérimentation ethnographique d’un atelier intitulé Jouer avec le Théâtre développée dans un contexte prisonnier de 2008 à 2009 en tant que observateur-participant dans un hangar, connu comme École Prison dans l’état de São Paulo par les détenus du groupe culturel de moniteurs. Il est, par conséquent, afin de permettre un regard sur le domaine de la Pédagogie du Théâtre: théâtre-éducation, tout en apprenant un processus qui favorise artistique, esthétique et pédagogique que vous pourrez contempler la création, l’imagination, les sensations, les émotions, les passions, les tragédies et le jeux comme une aventure pour effectuer une ampleur sur une connaissance ouverte sensible dans ce domaine vers l’expérience éducative.Este texto tem como objetivo relatar etnograficamente uma experimentação a partir de uma oficina intitulada OBrincar com Teatro, desenvolvida em um contexto presidiário entre 2008 a 2009 segundo a visão de um observador-participante em um galpão denominado Escola do Presídio, situado no interior do estado de São Paulo, junto ao grupo de monitores culturais detentos. Trata-se, portanto, de possibilitar um olhar para o campo da Pedagogia do Teatro: teatro-educação enquanto uma aprendizagem que favoreça um processo artístico-estético-pedagógico na possibilidade de contemplar a criação, a imaginação, os sentimentos, as emoções, as paixões, as tragédias e a ludicidade como uma aventura para ampliar um conhecimento aberto e sensível dessa área e, então, para torná-la uma experiência educativa.Universidade Federal do Rio Grande do Sul2022-10-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/presenca/article/view/37219Brazilian Journal on Presence Studies; Vol. 4 No. 2 (2014): maio/ago. 2014; 351-376Révue Brésilienne d'Études de la Présence; Vol. 4 No. 2 (2014): maio/ago. 2014; 351-376Révue Brésilienne d'Études de la Présence; Vol. 4 No 2 (2014): maio/ago. 2014; 351-376Revista Brasileira de Estudos da Presença; v. 4 n. 2 (2014): maio/ago. 2014; 351-3762237-2660reponame:Revista Brasileira de Estudos da Presençainstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/presenca/article/view/37219/50633Copyright (c) 2022 Revista Brasileira de Estudos da Presençainfo:eu-repo/semantics/openAccessCôrtes (Universidade Federal do Acre – Rio Branco/AC, Brasil), Micael2022-10-16T20:42:47Zoai:seer.ufrgs.br:article/37219Revistahttp://seer.ufrgs.br/presencaPUBhttps://seer.ufrgs.br/presenca/oai||rev.presenca@gmail.com2237-26602237-2660opendoar:2022-10-16T20:42:47Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
Les Porte Semi-ouvertes: um compte ethnographique, un drame avec le personnes privés de liberté- en plus du spéctacle...
Portas EntreAbertas: um relato etnográfico a partir de um fazer teatro com pessoas privadas de liberdade – para além do espetáculo...
title Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
spellingShingle Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
Côrtes (Universidade Federal do Acre – Rio Branco/AC, Brasil), Micael
Pedagogia do Teatro
Teatro-Educação
Etnografia
Experiência Estética
Production of Knowledge
Theatre Pedagogy
Theatre Education
Ethnography
Aesthetic Experience
Pédagogie du Théâtre
Théâtre-Éducation Ethnographie
L’Expérience Esthétique
title_short Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
title_full Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
title_fullStr Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
title_full_unstemmed Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
title_sort Half-opened Doors: an ethnographic account from a drama play with prison inmates – beyond the show…
author Côrtes (Universidade Federal do Acre – Rio Branco/AC, Brasil), Micael
author_facet Côrtes (Universidade Federal do Acre – Rio Branco/AC, Brasil), Micael
author_role author
dc.contributor.author.fl_str_mv Côrtes (Universidade Federal do Acre – Rio Branco/AC, Brasil), Micael
dc.subject.por.fl_str_mv Pedagogia do Teatro
Teatro-Educação
Etnografia
Experiência Estética
Production of Knowledge
Theatre Pedagogy
Theatre Education
Ethnography
Aesthetic Experience
Pédagogie du Théâtre
Théâtre-Éducation Ethnographie
L’Expérience Esthétique
topic Pedagogia do Teatro
Teatro-Educação
Etnografia
Experiência Estética
Production of Knowledge
Theatre Pedagogy
Theatre Education
Ethnography
Aesthetic Experience
Pédagogie du Théâtre
Théâtre-Éducation Ethnographie
L’Expérience Esthétique
description This paper aims to ethnographically report an experiment from a workshop entitled Playing with Theater, which was developed in a prison context from 2008 to 2009 as an observer-participant in a shed known as Escola do Presídio(Prison School), in the countryside of the State of São Paulo, together with the cultural group monitors inmates. It urges us a gaze to the field of Theatre Pedagogy: theater-education as a learning process which provides an artistic-aesthetic-pedagogical experience as a possibility to contemplate the creation, the imagination, the feelings, the emotions, the passions, the tragedies, and recreation as an adventure to broaden an open and sensitive knowledge of this area, and then make it an educational experience.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/presenca/article/view/37219
url https://seer.ufrgs.br/index.php/presenca/article/view/37219
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/presenca/article/view/37219/50633
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Brasileira de Estudos da Presença
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Brasileira de Estudos da Presença
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Brazilian Journal on Presence Studies; Vol. 4 No. 2 (2014): maio/ago. 2014; 351-376
Révue Brésilienne d'Études de la Présence; Vol. 4 No. 2 (2014): maio/ago. 2014; 351-376
Révue Brésilienne d'Études de la Présence; Vol. 4 No 2 (2014): maio/ago. 2014; 351-376
Revista Brasileira de Estudos da Presença; v. 4 n. 2 (2014): maio/ago. 2014; 351-376
2237-2660
reponame:Revista Brasileira de Estudos da Presença
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Revista Brasileira de Estudos da Presença
collection Revista Brasileira de Estudos da Presença
repository.name.fl_str_mv Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||rev.presenca@gmail.com
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