Teatro e saberes em cena: o que há no fazer teatral no chão de uma escola pública de Ensino Médio?

Abstract

This dissertation problematized rehearsals, encounters and mismatches during the intervention research conducted with the CEWO theater workshop in 2018. It charts the theatrical making, its living matter, following the processes experienced in the ten meetings of the theater workshop in that school. . The writing of the dissertation text happens through theatrical technical terms used in plays, such as act, scene, prologue, epilogue. With this conceptual, practical, artistic and cartographic scenario, the latter, as proposed by Gilles Deleuze and Felix Guattari, explores relationships between theater and education in different times and practices, presenting this art as an artistic language linked to life. Therefore, analyzes and interventions highlight aspects that bring the theatrical work developed in a high school closer to Michel Foucault's self-care; of a liberating education and theater defended by Paulo Freire and Augusto Boal; Constantin Stanislavskis construction of the character and the various forms and ways of feeling and experiencing theatrical performance, in the texts of Viola Spolin, Olga Reverbel, Flávio Desgranges and Ingrid Koudela, among other authors whose works talk with the author's proposal. There are even authors who help refine the methodological theoretical repertoire of intervention research, such as: Andréia Oliveira, Indira Richter, Laura Barros and Virginia Kastrup, Jessica Prudente and Jaqueline Tittoni, always envisaging Rosimeri Dias's entre in actions. problematized, to show and speak the theatrical performance and its procedurality on the floor of a primary school.