Práticas teatrais no viés de Augusto Boal e Paulo Freire: inovação pedagógica nos anos finais do ensino fundamental

Abstract

The desire to build new pedagogical practices that seek to provide an education through dialogue, action-reflection-action, that enables meaningful learning through scenic art. was the propellant of this research. For this purpose I proposed to analyze the potential of the Oppressed Theater, from the contributions of Augusto Boal and Paulo Freire as an innovative didacticmethodological practice with a critical-transforming bias, in the final years of elementary school. I consider it extremely important that the knowledge of my experience be resigned through dialogue together with scientific knowledge. From this narrative research, with a qualitative approach, in which my process as an educator emerges from my pedagogical practices, a deep knowledge about my relationship with students is the way to improve in the search for a critical and liberating education. For a meaningful understanding of narrative processes, I carry out approaches to Discourse Textual Analysis (DTA), analyzing pedagogical artifacts: study plans, interdisciplinary projects, written records, drawings, photographic records and the Political-Pedagogical Project of the school where I work. For this, I proposed as central categories: ethical-aesthetic perspective, liberation and pedagogical innovation: and as articulating categories: protagonism, human formation, humanization, and in the development of the analysis the emotion/feeling category emerged. Through analysis, among the investigative pedagogical artifacts mentioned, is evident in the behavior of students that they accepted the proposal to work with theatrical pedagogical practices, and that these fulfill their role of developing a critical and transformed education. By analyzing the relationship between Boal and Freire, it was clear that both conceive education through dialogue and experience. Through their practices they sought to develop critical and reflective awareness. Freire gives voice to students and Boal gives voice to actors and spectators providing autonomy and awareness, and an education that frees, that enables social transformation. Through reflections and analysis of theatrical pedagogical practices developed, I could see the development processes of the students, in which they were able to develop countless stills, among them the very recognition as human beings, and the society in which they live. Theatrical pedagogical practice enables critical and reflective pedagogical practice from social realities in which students experience in different situations. In terms of innovation, theatrical pedagogical practices give new meaning to learning, making the educational process current and contextualized and making the construction of knowledge occur in a playful way, meaningful and pleasurable.