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Authors
Advisor(s)
Abstract(s)
Este projeto do tipo investigação-ação assenta numa abordagem qualitativa e no paradigma sociocrítico e emancipatório. Pretendeu analisar as práticas de intervenção dos atores-professores coadjuvantes da área curricular de Expressão Dramática/Teatro numa turma de 4º ano de escolaridade, durante o ano letivo 2020/2021, com aulas semanais de uma hora e meia. O desenho metodológico da intervenção aspirou a uma possível compreensão da prática artística-pedagógica dos atores-professores, mobilizados pela Comuna Teatro Pesquisa, integrada em contexto de educação formal e no projeto educativo da turma. Recorremos à recolha dos planos e diários de bordo das sessões, de entrevistas semiestruturadas (uma à entidade artística e outra à professora titular) e de trabalhos realizados pelos alunos, submetidos a processos de análise de conteúdo, para entender o contexto singular deste estudo e as representações dele extraídas. Na concretização desta ação artístico-pedagógica convergiram recursos comunitários com interesses comuns, organizados para uma ação educativa em que predominou a formação pessoal e social e competências artísticas e culturais. Priorizando os ideais humanistas, as práticas democráticas e a promoção da educação estética e artística, as estratégias de intervenção integraram uma visão pluriparadigmática lúdica-expressiva e formalista-cognitiva da educação artística, prosseguida em prol da educação sensível. As aprendizagens, induzidas através de jogos dramáticos e teatrais, na expressão vocal e corporal, focaram as emoções, a capacidade empática e a cooperação no trabalho coletivo. Conclui que, nesta intervenção, as crianças evidenciaram o desenvolvimento da confiança em si e nos outros, e da autoexpressão criativa, em simultâneo com conhecimento da linguagem teatral, especificamente, sobre o espaço cénico, a contracena, a construção de personagens e de narrativas dramatúrgicas.
Abstract This action-research project is based on a qualitative approach and on the sociocritical and emancipatory paradigm. It intended to analyse the intervention practices of supporting actor-teachers in the Dramatic Expression/Theatre curricular area in a 4th grade class, during the 2020/2021 school year, with weekly classes of one and a half hours. The methodological design of the intervention aspired to a possible understanding of the artistic-pedagogical practice of the actor-teachers, mobilized by Comuna Teatro Pesquisa, integrated in the context of formal education and in the group's educational project. We resorted to the collection of session plans and logbooks, semi-structured interviews (one to the artistic entity and another to the head teacher) and work carried out by students, submitted to content analysis processes, to understand the unique context of this study and the representations extracted from it. In carrying out this artistic-pedagogical action, community resources converged with common interests, organized for an educational action in which personal and social training and artistic and cultural skills predominated. Prioritizing humanist ideals, democratic practices and the promotion of aesthetic and artistic education, the intervention strategies integrated a ludic-expressive and formalist-cognitive pluriparadigm vision of artistic education, pursued in favour of sensitive education. Learning, induced through dramatic and theatrical games, in vocal and body expression, focused on emotions, empathetic capacity and cooperation in collective work. I concluded that, in this intervention, the children evidenced the development of confidence in themselves and in others, and of creative self-expression, simultaneously with knowledge of theatrical language, specifically, about the scenic space, the acting, the construction of characters and dramaturgical narratives.
Abstract This action-research project is based on a qualitative approach and on the sociocritical and emancipatory paradigm. It intended to analyse the intervention practices of supporting actor-teachers in the Dramatic Expression/Theatre curricular area in a 4th grade class, during the 2020/2021 school year, with weekly classes of one and a half hours. The methodological design of the intervention aspired to a possible understanding of the artistic-pedagogical practice of the actor-teachers, mobilized by Comuna Teatro Pesquisa, integrated in the context of formal education and in the group's educational project. We resorted to the collection of session plans and logbooks, semi-structured interviews (one to the artistic entity and another to the head teacher) and work carried out by students, submitted to content analysis processes, to understand the unique context of this study and the representations extracted from it. In carrying out this artistic-pedagogical action, community resources converged with common interests, organized for an educational action in which personal and social training and artistic and cultural skills predominated. Prioritizing humanist ideals, democratic practices and the promotion of aesthetic and artistic education, the intervention strategies integrated a ludic-expressive and formalist-cognitive pluriparadigm vision of artistic education, pursued in favour of sensitive education. Learning, induced through dramatic and theatrical games, in vocal and body expression, focused on emotions, empathetic capacity and cooperation in collective work. I concluded that, in this intervention, the children evidenced the development of confidence in themselves and in others, and of creative self-expression, simultaneously with knowledge of theatrical language, specifically, about the scenic space, the acting, the construction of characters and dramaturgical narratives.
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
Artista na escola Intervenção Teatro na educação
Citation
Mesquita, S. C. (2022). A Comuna na Escola: Projeto de intervenção curricular de teatro com uma turma de 4º ano de escolaridade (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15855