Confluências entre Teatro, escola pública e Educação Popular na cidade: investigando outras poéticas políticas pela democratização do teatro na educação carioca

Abstract

This doctoral research, developed within the Graduate Program in Education – Formative Processes and Social Inequalities (PPGedu), is aligned with the research line Policies, Rights, and Inequalities. Its aim was to investigate possible pathways toward the democratization of Theater in public schools, engaging in dialogue with Augusto Boal (2010), who advocates for the appropriation of theatrical means of production by the subjects themselves, and with Paulo Freire (1967), who conceives education as a practice of freedom. From the perspective of the crossroads as a life force, inspired by Leda Maria Martins (2021b) and Antônio Bispo dos Santos (2023), the study sought to produce confluences between Theater, Public School, Popular Education, and the City, reflecting on artistic and pedagogical proposals that envision social transformation through the relationship between Theater teaching and the practice of artist-teachers in Rio de Janeiro‟s municipal public network. From a theoretical-methodological standpoint, the research adopted cartography as its method (Deleuze; Guattari, 1995; 1996), developing a mobile writing process based on the experience of a Performing Arts teacher in dialogue with other teacher-researchers of Theater education in the city. Thus, grounded in an epistemology of crossroads, this study presents reflections on possible pathways for the democratization of Theater, involving educators, artists, and students in Rio de Janeiro, and understanding that the meaning of theatrical practice in schools emerges primarily through experience, as taught by Jorge Larrosa (2018), in encounters with others through a sharing of the sensible (Rancière, 2005).