Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

This thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings. / text

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Submitted by Glauber de Assunção Moreira (glauber.moreira@ufba.br) on 2018-09-25T19:21:51Z No. of bitstreams: 1 Dissertação_de_Anita_Cione versão final mesmo (1).pdf: 9099224 bytes, checksum: 38b4804f8d0179c79a7d1e12cdd2ffa2 (MD5) / Approved for entry into archive by Marly Santos (marly@ufba.br) on 2018-09-26T16:11:42Z (GMT) No. of bitstreams: 1 Dissertação_de_Anita_Cione versão final mesmo (1).pdf: 9099224 bytes, checksum: 38b4804f8d0179c79a7d1e12cdd2ffa2 (MD5) / Made available in DSpace on 2018-09-26T16:11:42Z (GMT). No. of bitstreams: 1 Dissertação_de_Anita_Cione versão final mesmo (1).pdf: 9099224 bytes, checksum: 38b4804f8d0179c79a7d1e12cdd2ffa2 (MD5) / Esta dissertação trata de um estudo de caso envolvendo a condução e análise de oficinas de teatro produzidas e ministradas pela pesquisadora com um grupo de teatro de uma comunidade socialmente vulnerável na área do parque de Pituaçu em Salvador, Bahia, a companhia teatral Na Boca de Cena. Procurou-se compreender os potenciais emancipatórios do método de investigação, como processo de conscientização e aprimoramento da linguagem teatral do grupo pela via da Educação Não Formal. O trabalho é vinculado à linha de pesquisa de Processos Educacionais em Artes Cênicas, fundamentado em pedagogias críticas e dialógicas como a Peça didática de Brecht, a Poética do oprimido de Boal e a obra do educador Paulo Freire. Foi também abordado o Teatro em Comunidades, eixo específico do campo da Pedagogia do Teatro. Na prática de campo foram utilizados jogos, improvisações e debates para o aprofundamento em questões sociais da comunidade. Concluiu-se que a metodologia empregada, além de ser de extrema utilidade em um teatro que vise estimular o desenvolvimento do artista de comunidades menos favorecidas, permite a provocação de problematizações políticas e sociais por meio do teatro como ferramenta popular para a discussão social coletiva. / This dissertation is about a study of case which deals with the performance and analyses of theater workshops produced and conducted by the researcher with a theater group of a socially vulnerable community in the area of Pituaçu Park in Salvador, Bahia state, named Na Boca de Cena. The goal was trying to understand the emancipatory potentials of the investigation method as a process of consciousness and improvement of the group via nonformal education. The work is linked to the line of research of Educational Processes in Performing Arts and based upon dialogical and critical pedagogies like the Learning play of Brecht, the Poetics of the oppressed of Boal and the work of the educator Paulo Freire. It was also addressed the Theater in Communities, an specific axis of study in the field of Pedagogy of Theater. In the field practice, games improvisations and debates were utilized to deepen the social issues of the community. It was concluded that the methodology employed, besides being extremelly useful in a theater method which aims to stimulate the development of the artist in underprivileged communities, allowing the raising up of political and social problematizations through theater as a tool used by the people to debate social and collective issues.

Made available in DSpace on 2014-12-17T14:20:03Z (GMT). No. of bitstreams: 1 JoseGSAL_DISSERT.pdf: 1464310 bytes, checksum: 8b0b3f8f56a89994aae4ad6c90665c18 (MD5) Previous issue date: 2011-06-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The main objective of the present research is to reflect on the affinities between post-colonial theories - analytical perspectives directed toward the discussion of colonialism and its effects on the contemporary social fabric - and Brazilian educator, Paulo Freire‟s (1921-1997) Pedagogy of the Oppressed, written at the end of the 1960‟s. The study aims to make the argument that the present reflections on the featured work is an example of a post-colonial theoretical framework, delineating a critical modus operandi of colonialism, particularly in its cultural and epistemic dimensions, delineating a problematization of the processes of cognitive domination set, above all, by the European colonization of the Latin American continent, with the formation of the modern-world-system (WALLERSTEIN, 2007), dated from the 16TH Century forward. From this stand point, and especially supported by the contributions of Boaventura de Sousa Santos on the sociology of absence, the present work accentuates Pedagogy of the Oppressed as a set of reflections that bring the possibility of a pedagogy of absence (SANTOS, 1996), having in mind that, this book deals with, the presuppositions of an educational action, which considers the plurality of knowledge and social practices by way of the establishment of a pedagogical practice of collective construction, emancipator and dialogic that arises from the encounter to the indolent reason (SANTOS, 2009) in which the silencing of the voices of the oppressed, construct their conditions of invisibility, promoting also the absence of the social questions inherent to the processes of teaching and learning. It is with this perspective, however, that post colonialism is considered a theoretical site for the affirmation and the reinvention of the Pedagogy of the Oppressed, an obligatory reference in the construction of a prudent knowledge for a decent life (SANTOS, 2006) / A disserta??o em pauta possui como objetivo principal a reflex?o acerca das afinidades entre as teorias p?s-coloniais - perspectivas anal?ticas voltadas para a discuss?o em torno do colonialismo e de seus efeitos na tecitura social contempor?nea - e a Pedagogia do Oprimido - livro escrito pelo educador brasileiro Paulo Freire (1921-1997) durante os anos finais da d?cada de 1960. Argumentamos que as reflex?es presentes na obra em destaque, a exemplo do arcabou?o te?rico p?s-colonial, delineiam uma cr?tica ao modus operandi do colonialismo, particularmente em sua dimens?o cultural e epist?mica, delineando uma problematiza??o sobre os processos de domina??o cognitiva instaurados, sobretudo, a partir da coloniza??o europeia no continente latino-americano, quando da forma??o do sistema-mundo-moderno (WALLERSTEIN, 2007), datada do S?culo XVI em diante. Partindo-se deste princ?pio, e amparado especialmente nas contribui??es de Boaventura de Sousa Santos sobre a sociologia das aus?ncias, o presente estudo acentua a Pedagogia do Oprimido como um conjunto de reflex?es que trazem a possibilidade de uma pedagogia das aus?ncias (SANTOS, 1996), tendo em vista que, neste livro, evidenciam-se os pressupostos de uma a??o educacional que considera a pluralidade de saberes e de pr?ticas sociais por meio do estabelecimento de uma pr?tica pedag?gica de constru??o coletiva, emancipat?ria e dialogal que vai de encontro ? raz?o indolente (SANTOS, 2009). Esta raz?o, ao silenciar as vozes dos oprimidos, constr?i suas condi??es de invisibilidade, promovendo tamb?m a aus?ncia de quest?es sociais inerentes aos processos de ensino e de aprendizagem. ? no interior desta perspectiva, portanto, que se considera o p?s-colonialismo como um lugar te?rico para a afirma??o e a reinven??o da Pedagogia do Oprimido, referencial imprescind?vel ? constru??o de um conhecimento prudente para uma vida decente (SANTOS, 2006)

O presente trabalho desenvolve uma reflexão sobre as violências presentes no contexto escolar. A violência é compreendida como uma manifestação histórica e social, de múltiplas e complexas faces, que interage com o ambiente cultural da escola. Trata-se de uma pesquisa teórica, desenvolvida a partir de um estudo documental sobre violência escolar e de um estudo de caso em escolas públicas localizadas no município de São Paulo. Um dos objetivos deste trabalho foi identificar as faces da violência no contexto escolar, apresentando uma síntese da leitura de mundo sobre o tema a partir de pesquisas realizadas após os anos 90. A tese teve ainda por objetivo caracterizar o tema da violência nas obras elaboradas por Paulo Freire, de modo a explicitar as dimensões tomadas pelo autor para denunciá-la e apontar possibilidades de construção de um outro mundo possível. Os levantamentos realizados para revisão da literatura sobre violência escolar buscaram consultar resultados de pesquisa apresentados sob a forma de artigos e livros. Entre os procedimentos metodológicos e técnico-operacionais adotados para a construção teórica e o estudo documental estão estudo temático e análise textual. Percebeu-se que a violência escolar deve ser considerada em dois planos. Por um lado, considera-se a dimensão material e objetiva, por meio das perdas materiais e diferentes agressões físicas. Na dimensão simbólica consideraram-se a sutil imposição de significações alheias à comunidade com destaque para a rejeição ao diferente e a crescente insegurança, medo e receio diante das relações interpessoais. A indicação de Paulo Freire é a de que a reação dos oprimidos poderá confrontar a consciência necrófila presente nos gestos e nas ações violentas. Os oprimidos, assumindo a vocação do ser mais, a vocação de valorização da vida, acima dos desejos e interesses mesquinhos e individualistas, assumindo como instrumento de luta a amorosidade, poderão constituir outra civilização, mais humana, com menos opressão e menos injustiça. As violências escolares, tomadas como objeto de investigação e reflexão, relacionadas às considerações desenvolvidas por Paulo Freire permitem compreender que é possível um enfrentamento histórico, no âmbito social e escolar. O trabalho aponta para a escola pública e popular, fundamentada em de concepções e práticas críticas e progressistas de educação, que deve constituir-se (historicamente) como espaço de conscientização, luta e enfrentamento das várias manifestações de violência que afligem e atingem seus sujeitos. Um dos caminhos férteis é o diálogo, a educação dialógica e libertadora. / Some reflections are presented in this work trying to account for various kinds of violence observed to exist in the school context. Violence is here understood as a social and historical manifestation of a multiplicity of complex dimensions and factors, which interact with the cultural environment of the school. We are dealing here with a theoretical investigation primarily based on a documentary study of school violence and, additionally, in a study of municipal public schools in São Paulo. One of the main objectives with this study was to identify the various dimensions of violence in the school context. This was done by presenting a synthesis of available readings of the world (\"leitura do mundo\") concerning this topic, based on the analysis of various studies carried out after the 1990s. Moreover, another aim with this thesis was to characterize violence as a theme addressed by Paulo Freire in various of his works. Whereby he made explicitly identified some dimensions of violence both to denounce them as well as to point towards alternative possibilities to construct another possible world. In the review of the literature dealing with school violence, we gave priority to research results found in books and scientific articles. Thematic study and text analysis were included among the various methodological and social research techniques used in this work to support our theoretical constructs and also as guidelines for our documentary work. The concluded that school violence must be considered in two distinct planes. On the one hand, with reference to the material and objective losses and different kinds of physical aggresions. On the other hand, taking into account the symbolic dimension, one refers to the subtle imposition of inappropiate meanings attached to the violent acts in the community, with a particular emphasis on the rejection of \"otherness\", and a growing sense of insecurity, fear and distrust in the realm of interpersonal relations. Paulo Freire\'s prescription for overcoming this kind of violence lies, in the response potential of the oppressed to confront the necrophilic conscience inherent in violent gestures and actions. The oppressed, by assuming their vocation to be human, to value life, to raise over and above mean and individualistic values and interests. By assuming love as their preferred instrument of their struggle, they will be able to construct another civilization, more human, less oppresive and more just. Taking into account the reflections of Paulo Freire on the matter of school violence, here approached as a subject for investigation and reflection, lead us to understand that it is possible to historically confront it in both the social and school realms. This work points to a renewed potential of the public and popular school, when based in the critical and progressive conceptions and practices of education. A kind of school that must be (historically) constructed as a space of concietization, struggle and of confrontation against all the various manifestations of violence inflicted and adversely affecting the potential victims. We find that dialogue, dialogic and liberating education constitute some of the fertile ways we have at our disposal to attain our aims of diminishing both physical and symbolic violence in the school context and culture.

Teachers have an undeniable influence on youth, on whose shoulders tomorrow rests. It is vital for teachers to be conscious of their role in both the local and global community in order to facilitate occasions for students to develop a sense of global consciousness. By imparting to students the desire to learn and to explore their interactions with things, people and experiences, and actively pursue knowledge, they develop critical literacy skills required to both acquire understanding and be(come) understood. Through this research study, the implications of applying David Diamond’s community drama work called Theatre for Living, as an effective and critical literacy practice to enhance social conciousness within a middle school, is assesssed. The program was implemented in a split grade 7/8 and grade 8 classroom in southwestern Ontario. The study exemplifies for educators a practical yet significant step for initializing and developing a broad sense of awareness in students; that is the sense of global consciousness.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-03-07T17:17:17Z No. of bitstreams: 1 Nadia Conceicao Lauriti.pdf: 4853987 bytes, checksum: 0e3e1d61310edadd06a397e15f29cb5e (MD5) / Made available in DSpace on 2018-03-07T17:17:17Z (GMT). No. of bitstreams: 1 Nadia Conceicao Lauriti.pdf: 4853987 bytes, checksum: 0e3e1d61310edadd06a397e15f29cb5e (MD5) Previous issue date: 2018-02-23 / In this thesis, the principle of dialogicity, as a vector of Freirian thought, is examined in the facsimile publication of the manuscript of "Pedagogy of the Oppressed", author's work, whose analysis, for its implicit canonicity of document value can contribute to the understanding of the genesis of his theory. This principle is discussed in this context, with the following objectives: a) to contribute to the explanation of potential meanings that can be enriched by the confrontation of the cross temporalities present in the work; b) demonstrate the three-dimensional nature of Freirian dialogue as the basis of its ontological, epistemic and methodological propositions; c) identify the marks of the manuscript as essay writing and the "process documents" of a literary work Marco Lucchesi as an inventive writing; and d) demonstrate, in the manuscript, the intersection of two discursive worlds - the educational and the political - from which emerges the double freirian ethos. It is a qualitative research of theoretical-analytical nature based on contributions derived primarily from discourse analysis and genetic criticism. In this seminal text, we find intratextual, intertextual and paratextual clues that reveal the protagonism of the operative principle of dialogicity in three complementary dimensions that serve as analytical perspectives, namely: the way of saying ("modus dicendi") revealing the substitutionary , exchange, addition, and elimination covered by the erasures that give visibility to the internal dialogic relations through which the "scriptor" discusses with his writing; the way of showing ("modus mostrandi") exposed by the intertextual apparatus and the paratextual constituents that compose the work, portraying the memory of the text, enriching its potential hidden meanings by the folds of time and changing the sensitive conditions of its reception to the reader of the XXI century; and the way of acting in the discourse ("modus faciendi") on which Freire's dual political-pedagogical ethos is based, establishing him as a pioneer of educommunication in Brazil. In the manuscript the matrix embryo of what could be denominated "Pedagogy of the educational dialogue", wielded with the oppressed and not for the oppressed, was verified in the manuscript. Thus, in this investigation, the hypothesis was confirmed that the freiriana dialogic inscribed in the manuscript is a multidimensional operative principle that crosses every conceptual field of the work, revealing itself as a singular gesture that goes beyond the linguistic field to install itself in the discursive dimension and pragmatic approach to language. It is a regulating principle that models his saying, his show and his action in the discourse and in the world, underpinning the other categories. This principle implied a broad and comprehensive view of the human being and did not focus only on the dialogue- denunciation of the situation of the oppressed, but mainly the announcement of possible ways of reversing this circumstance. This research also revealed the principle of Freirean dialogue as a significant indicator of his creative gesture, of the moving thinking of a Freire "writer", that is, of someone who lived and experimented dialogically with the concepts created based on his praxis. / En esta tesis, se examina el principio de la dialogicidad, como vector del pensamiento freiriano, presente en la publicación facsilada del manuscrito de "Pedagogía del Oprimido", obra "princeps" del autor, cuyo análisis, por su canonicidad implícita de documento de valor histórico, puede contribuir a la comprensión de la génesis de su teoría. Se discute tal principio, en ese contexto, con los siguientes objetivos: a) contribuir a explicitar potenciales sentidos que puedan ser enriquecidos por la confrontación de las temporalidades cruzadas presentes en la obra; b) demostrar la naturaleza tridimensional de la dialogicidad freiriana como base de sus proposiciones ontológicas, epistémicas y metodológicas; c) identificar las marcas del manuscrito como escritura ensayística y los "documentos de proceso" de una obra literaria de Marco Lucchesi como escritura inventiva; y d) demostrar, en el manuscrito, la intersección de dos mundos discursivos -el educativo y el político- de donde emerge el doble ethos freiriano. Se trata de una investigación cualitativa de naturaleza teórico-analítica fundamentada en aportes oriundos prioritariamente del análisis del discurso y de la crítica genética. En este texto se indican indicios intratextuales, intertextuales y paratextuales que revelan el protagonismo del principio operatorio de la dialogicidad en tres dimensiones complementarias que nos sirven de perspectivas analíticas, a saber: el modo de decir ("modus dicendi") revelador de los movimientos escriturales de sustitución , permuta, acrecimiento y eliminación encubiertos por las rasuras que dan visibilidad a las relaciones dialógicas internas por medio de las cuales el "scriptor" discute con su escritura; el modo de mostrar ("modus mostrandi") expuesto por el aparato intertextual y los constituyentes paratextuales que componen la obra, retratando la memoria del texto, enriqueciendo sus potenciales sentidos ocultos por los pliegos del tiempo y alterando las condiciones sensibles de su recepción para el lector del, siglo XXI; y el modo de actuar / ser en el discurso ("modus faciendi") sobre el cual se asienta el doble ethos político-pedagógico de Freire, instalándolo como pionero de la educomunicación en Brasil. Se verificó en el manuscrito el embrión matricial de lo que se podría denominar "Pedagogía del diálogo educomunicativo", urdida con el oprimido y no para el oprimido. Así, en esta investigación, se corroboró la hipótesis de que la dialogicidad freiriana inscrita en el manuscrito es un principio operatorio multidimensional que atraviesa todo campo conceptual de la obra, revelándose como gesto singular que sobrepasa el campo lingüístico para instalarse en la dimensión discursiva y pragmática del lenguaje. Se trata de un principio regulador que modela su decir, su mostrar y su actuar / ser en el discurso y en el mundo, basándose en las demás categorías. Este principio implicó una mirada amplia y comprensiva del ser humano y no tuvo como foco sólo el diálogo-denuncia de la situación del oprimido, sino principalmente el anuncio de las posibles formas de revertir tal circunstancia. Esta investigación reveló, también, el principio de la dialogicidad freiriana como significativo indicador de su gesto creador, del pensamiento en movimiento de un Paulo Freire "escriba", vale decir, de alguien que vivió y experimentó dialogalmente los conceptos creados apoyados en su praxis. / Nesta tese, examina-se o princípio da dialogicidade, enquanto vetor do pensamento freiriano, presente na publicação fac-similada do manuscrito de “Pedagogia do Oprimido”, obra “princeps” do autor, cuja análise, por sua canonicidade implícita de documento de valor histórico, poderá contribuir para a compreensão da gênese de sua teoria. Discute-se tal princípio, nesse contexto, com os seguintes objetivos: a) contribuir para explicitar potenciais sentidos que possam ser enriquecidos pelo confronto das temporalidades cruzadas presentes na obra; b) demonstrar a natureza tridimensional da dialogicidade freiriana como base de suas proposições ontológicas, epistêmicas e metodológicas; c) identificar as marcas do manuscrito enquanto escritura ensaística e os “documentos de processo” de uma obra literária de Marco Lucchesi enquanto escrita inventiva; e d) demonstrar, no manuscrito, a intersecção de dois mundos discursivos – o educativo e o político – de onde emerge o duplo ethos freiriano. Trata-se de uma pesquisa qualitativa de natureza teórico-analítica fundamentada em aportes oriundos prioritariamente da análise do discurso e da crítica genética. Estão presentes nesse texto seminal indícios intratextuais, intertextuais e paratextuais que revelam o protagonismo do princípio operatório da dialogicidade em três dimensões complementares que nos servem de perspectivas analíticas, a saber: o modo de dizer (“modus dicendi”) revelador dos movimentos escriturais de substituição, permuta, acréscimo e eliminação encobertos pelas rasuras que dão visibilidade às relações dialógicas internas por meio dos quais o “scriptor” discute com a sua escritura; o modo de mostrar (“modus mostrandi”) exposto pelo aparato intertextual e os constituintes paratextuais que compõem a obra, retratando a memória do texto, enriquecendo seus potenciais sentidos ocultos pelas dobras do tempo e alterando as condições sensíveis da sua recepção para o leitor do século XXI; e o modo de agir/ser no discurso (“modus faciendi”) sobre o qual se assenta o duplo ethos político-pedagógico de Freire, instalando-o como pioneiro da educomunicação no Brasil. Verificou-se no manuscrito o embrião matricial do que se poderia denominar “Pedagogia do diálogo educomunicativo”, urdida com o oprimido e não para o oprimido. Assim, nesta investigação, corroborou-se a hipótese de que a dialogicidade freiriana inscrita no manuscrito é um princípio operatório multidimensional que perpassa todo campo conceitual da obra, revelando-se como gesto singular que ultrapassa o campo linguístico para instalar-se na dimensão discursiva e pragmática da linguagem. Trata-se de um princípio regulador que modela o seu dizer, o seu mostrar e o seu agir/ser no discurso e no mundo, alicerçando as demais categorias. Esse princípio implicou um olhar amplo e compreensivo do ser humano e não teve como foco apenas o diálogo-denúncia da situação do oprimido, mas principalmente o anúncio das possíveis formas de reverter tal circunstância. Esta investigação revelou, também, o princípio da dialogicidade freiriana como significativo indicador do seu gesto criador, do pensamento em movimento de um Paulo Freire “escrevivente”, vale dizer, de alguém que viveu e experimentou dialogicamente os conceitos criados apoiados em sua práxis.

This MFA Thesis traces my work as a joker (a la Theatre of the Oppressed) and facilitator through a three-year-long project with a trans applied theatre troupe. The troupe explored several techniques, including Image Theatre, Playback Theatre, storytelling exercises, and somatic movement. In three semester-long workshops, the troupe focused work around three sets of techniques. In the first workshop, the troupe explored the community-based interview process of Undesirable Elements, as designed by Ping Chong in collaboration with Talvin Wilks and Sara Zatz. These techniques were interrogated using queer and trans temporalities. In the second unit, the troupe practiced Augusto Boal’s “Cops in the Head” techniques from The Rainbow of Desire, utilizing a sociological perspective to examine the “ghosts” these techniques produce. In the final semester, I devised techniques specifically for and about transgender people, invoking trans theory and queer theory to explore issues of naming, trauma, and trans possibilities. Through this work I argue that techniques designed for cisgender bodies require adaptation to find success in transgender communities. I argue that the future of this work is not transforming existing techniques to suit our needs, rather it is creating techniques with transgender bodies and identities at the core.

No description available.