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Formação de professores em expressão dramática/teatro: refletindo e criando colaborativamente
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Authors
Advisor(s)
Abstract(s)
A Expressão Dramática/Teatro (EDT) é reconhecida por ser uma área curricular que contribui para o desenvolvimento integral dos alunos, fortalecendo competências físicas, intelectuais, emocionais e sociais. Inúmeros estudos revelam que a EDT promove a criatividade, o pensamento crítico e a resolução de problemas, além de ajudar a preparar os alunos para futuros desafios como cidadãos criativos e socialmente conscientes. Apesar das descritas vantagens, a EDT ainda é frequentemente abordada, no 1º Ciclo do Ensino Básico (CEB), de maneira superficial ou esporádica, o que limita o seu potencial como ferramenta educativa. Para mudar esse cenário, a formação de professores, tanto inicial quanto contínua, é fundamental. Com base nessa premissa, o presente estudo, do tipo investigação-ação, tomou como ponto de partida a questão: “De que forma a formação em EDT para professores do 1º CEB pode promover a mudança de práticas pedagógicas nessa área curricular?” e traçou um plano interventivo com o intuito de perceber as conceções dos professores sobre a EDT no currículo do 1º CEB; propor práticas de implementação das orientações curriculares de EDT; e identificar mudanças nas práticas pedagógicas dos professores decorrentes da formação em EDT. Os dados foram recolhidos a partir de inquéritos por questionário no início e após a formação, diários de bordo, relatórios individuais dos participantes e registos áudios, fotográficos e videográficos, que foram posteriormente tratados através da análise de conteúdo e análise estatística. Os resultados revelaram que a formação incentivou os professores a aplicarem novas ferramentas para trabalhar a EDT de forma mais consistente, promovendo uma aprendizagem colaborativa e interdisciplinar. Ao articular a formação contínua com a troca de conhecimentos entre docentes, foi possível observar uma melhoria na motivação dos professores, o aumento das práticas pedagógicas e uma implementação mais eficaz de EDT em sala de aula, o que gerou, consequentemente, um impacto positivo no ambiente escolar.
ABSTRACT Dramatic Expression/Theater (EDT) is recognized as a curricular area that contributes to the holistic development of students, strengthening their physical, intellectual, emotional, and social skills. Numerous studies reveal that EDT promotes creativity, critical thinking, and problem-solving, while also helping to prepare students for future challenges as creative and socially conscious citizens. Despite these advantages, EDT is still often addressed in a superficial or sporadic manner in the 1st Cycle of Basic Education (CEB), limiting its potential as an educational tool. To change this scenario, initial and continuous teacher training is essential. Based on this premise, the present action-research study was guided by the question: "How can EDT training for 1st CEB teachers promote changes in pedagogical practices in this curricular area?" An intervention plan was developed focusing on understanding teachers' conceptions of Dramatic Expression/Theater in the 1st CEB curriculum, proposing practices for implementing EDT curricular guidelines, and identifying changes in teachers' pedagogical practices resulting from the EDT training. Data was collected through questionnaires administered before and after the training, logbooks, individual participant reports, and audio, photographic and video records, which were subsequently analyzed using content analysis and statistical methods. The results revealed that the training encouraged teachers to apply new tools to work with EDT more consistently, promoting collaborative and interdisciplinary learning. By linking continuous training with the exchange of knowledge among teachers, it was possible to observe an improvement in teacher motivation, an increase in pedagogical practices, and a more effective implementation of EDT in the classroom, which consequently had a positive impact on the school environment.
ABSTRACT Dramatic Expression/Theater (EDT) is recognized as a curricular area that contributes to the holistic development of students, strengthening their physical, intellectual, emotional, and social skills. Numerous studies reveal that EDT promotes creativity, critical thinking, and problem-solving, while also helping to prepare students for future challenges as creative and socially conscious citizens. Despite these advantages, EDT is still often addressed in a superficial or sporadic manner in the 1st Cycle of Basic Education (CEB), limiting its potential as an educational tool. To change this scenario, initial and continuous teacher training is essential. Based on this premise, the present action-research study was guided by the question: "How can EDT training for 1st CEB teachers promote changes in pedagogical practices in this curricular area?" An intervention plan was developed focusing on understanding teachers' conceptions of Dramatic Expression/Theater in the 1st CEB curriculum, proposing practices for implementing EDT curricular guidelines, and identifying changes in teachers' pedagogical practices resulting from the EDT training. Data was collected through questionnaires administered before and after the training, logbooks, individual participant reports, and audio, photographic and video records, which were subsequently analyzed using content analysis and statistical methods. The results revealed that the training encouraged teachers to apply new tools to work with EDT more consistently, promoting collaborative and interdisciplinary learning. By linking continuous training with the exchange of knowledge among teachers, it was possible to observe an improvement in teacher motivation, an increase in pedagogical practices, and a more effective implementation of EDT in the classroom, which consequently had a positive impact on the school environment.
Description
Projeto de intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Artística na especialização de Teatro na Educação
Keywords
Teatro em Educação Formação de professores Formação contínua Theater in education Teacher training Continuous training
Citation
Nunes, T. M. B. (2024). Formação de professores em expressão dramática/teatro: refletindo e criando colaborativamente [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21469
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa