Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/198872 |
Resumo: | This article argues that philosophy is a practice and requires techniques for working on itself that must be learned in formative contexts. These techniques go beyond the aspects of the precision of the philosophical contents because, in addition to the conceptual and specific work of philosophy, it’s necessary to prepare the undergraduates for the teaching practice, which implies creativity, corporeality, use of space, and interaction with the public in practice. All these, to a certain extent, are typical practices of actor training. Therefore, the main objective of this article is to investigate how the knowledge and the training techniques of actors can help in the formation of philosophy teachers. However, there is little attention from theorists of the area on the practical dimension of teaching philosophy, that is, on how to do philosophy in the classroom. To establish the relationship between the formation of the actor and the teacher, a bibliographic review of national articles of philosophy was carried out. But, in the absence of texts that approach this theme, we sought to explain some correlations between the knowledge and practices of the performing arts and the training of philosophy teachers based on the analysis of texts from the theatrical phase of the director Jerzy Grotowski. In this way, we identified elements in the polish director’s work such as the use of the body, space, and voice, which can contribute to the training of philosophy teachers. |
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Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy GrotowskiReflections on the formation of philosophy teachers in the light of Jerzy Grotowski’s theatrical phaseTeaching of philosophyTheaterGrotowskiEnsino de filosofiaTeatroGrotowskiThis article argues that philosophy is a practice and requires techniques for working on itself that must be learned in formative contexts. These techniques go beyond the aspects of the precision of the philosophical contents because, in addition to the conceptual and specific work of philosophy, it’s necessary to prepare the undergraduates for the teaching practice, which implies creativity, corporeality, use of space, and interaction with the public in practice. All these, to a certain extent, are typical practices of actor training. Therefore, the main objective of this article is to investigate how the knowledge and the training techniques of actors can help in the formation of philosophy teachers. However, there is little attention from theorists of the area on the practical dimension of teaching philosophy, that is, on how to do philosophy in the classroom. To establish the relationship between the formation of the actor and the teacher, a bibliographic review of national articles of philosophy was carried out. But, in the absence of texts that approach this theme, we sought to explain some correlations between the knowledge and practices of the performing arts and the training of philosophy teachers based on the analysis of texts from the theatrical phase of the director Jerzy Grotowski. In this way, we identified elements in the polish director’s work such as the use of the body, space, and voice, which can contribute to the training of philosophy teachers.Este artigo defende que a filosofia é uma prática e, enquanto tal, exige técnicas de trabalho sobre si mesma que deverão ser aprendidas em contextos formativos. Essas técnicas ultrapassam os aspectos da transposição didática dos conteúdos filosóficos, pois além do trabalho conceitual e argumentativo próprio da filosofia, é preciso preparar os licenciandos para a prática docente, o que implica criatividade, corporeidade, uso do espaço e interação com o público. Tudo isso, em certa medida, são práticas típicas da formação de atores. Investigar em que medida os saberes e as práticas próprios à formação de atores podem auxiliar na formação de professores de filosofia é o objetivo deste artigo. No referencial teórico evidencia-se a pouca atenção dispensada pelos teóricos da área para a dimensão prática do ensino de filosofia, isto é, sobre o como fazer filosofia em sala de aula. Para estabelecer a relação entre a formação do ator e a do professor de filosofia, foi realizada uma revisão bibliográfica de artigos acadêmicos nacionais. Mas, na ausência de textos que abordassem essa temática, buscou-se explicitar algumas correlações entre os saberes e as práticas das artes cênicas e a formação de professores de filosofia a partir da análise de textos da chamada fase teatral do diretor e encenador Jerzy Grotowski. Desse modo, encontraram-se elementos do fazer teatral do referido diretor polonês, como o uso do corpo, do espaço e da voz, que poderão contribuir para a formação de professores de filosofia.Universidade de São Paulo. Faculdade de Educação2022-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://www.revistas.usp.br/ep/article/view/19887210.1590/S1678-4634202248239767Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e239767Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e239767Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2397671678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/198872/183027https://www.revistas.usp.br/ep/article/view/198872/183028Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMariz, Débora Machado, Camila 2022-06-10T23:31:09Zoai:revistas.usp.br:article/198872Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-06-10T23:31:09Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski Reflections on the formation of philosophy teachers in the light of Jerzy Grotowski’s theatrical phase |
title |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski |
spellingShingle |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski Mariz, Débora Teaching of philosophy Theater Grotowski Ensino de filosofia Teatro Grotowski |
title_short |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski |
title_full |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski |
title_fullStr |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski |
title_full_unstemmed |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski |
title_sort |
Reflexões sobre formação de professores de filosofia à luz da fase teatral de Jerzy Grotowski |
author |
Mariz, Débora |
author_facet |
Mariz, Débora Machado, Camila |
author_role |
author |
author2 |
Machado, Camila |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mariz, Débora Machado, Camila |
dc.subject.por.fl_str_mv |
Teaching of philosophy Theater Grotowski Ensino de filosofia Teatro Grotowski |
topic |
Teaching of philosophy Theater Grotowski Ensino de filosofia Teatro Grotowski |
description |
This article argues that philosophy is a practice and requires techniques for working on itself that must be learned in formative contexts. These techniques go beyond the aspects of the precision of the philosophical contents because, in addition to the conceptual and specific work of philosophy, it’s necessary to prepare the undergraduates for the teaching practice, which implies creativity, corporeality, use of space, and interaction with the public in practice. All these, to a certain extent, are typical practices of actor training. Therefore, the main objective of this article is to investigate how the knowledge and the training techniques of actors can help in the formation of philosophy teachers. However, there is little attention from theorists of the area on the practical dimension of teaching philosophy, that is, on how to do philosophy in the classroom. To establish the relationship between the formation of the actor and the teacher, a bibliographic review of national articles of philosophy was carried out. But, in the absence of texts that approach this theme, we sought to explain some correlations between the knowledge and practices of the performing arts and the training of philosophy teachers based on the analysis of texts from the theatrical phase of the director Jerzy Grotowski. In this way, we identified elements in the polish director’s work such as the use of the body, space, and voice, which can contribute to the training of philosophy teachers. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-06 |
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://www.revistas.usp.br/ep/article/view/198872 10.1590/S1678-4634202248239767 |
url |
https://www.revistas.usp.br/ep/article/view/198872 |
identifier_str_mv |
10.1590/S1678-4634202248239767 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/198872/183027 https://www.revistas.usp.br/ep/article/view/198872/183028 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e239767 Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e239767 Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e239767 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
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Universidade de São Paulo (USP) |
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USP |
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USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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