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Previous issue date: 2017-07-31 / O presente trabalho objetiva desenvolver uma pr?tica pedag?gica em teatro centrada no jogo improvisacional nos anos iniciais do Ensino Fundamental, em um contexto escolar, considerando a participa??o de alunos com e sem necessidades educacionais especiais. Para tanto, metodologicamente, adota os princ?pios da abordagem qualitativa, consistindo em uma pesquisa interven??o, fundamentada na premissa bakhtiniana de dialogismo e alteridade. Nessa dire??o, considera a oficina pedag?gica como instrumento para efetivar o ensino de teatro na sala de aula, por meio dos jogos improvisacionais, possibilitando a constru??o de pr?ticas coletivas ao levar os envolvidos a pensar, refletir, construir saberes, na e pela linguagem teatral. O itiner?rio da pesquisa conta com dez oficinas teatrais, sendo que as nove primeiras desenvolvem jogos improvisacionais e a d?cima, como proposta de fechamento das oficinas, foca em uma retomada reflexiva de todo o processo constru?do. A investiga??o ocorreu em uma escola da rede p?blica do munic?pio de Natal/RN, em uma turma de 5? ano, formada por 18 alunos na faixa et?ria de 10 a 14 anos, sendo 02 alunas com necessidades educacionais especiais. Para a constru??o dos dados, utiliza observa??o; di?rio de campo; entrevistas individuais (com as professoras) e coletivas, em moldes de rodas de conversa (com os alunos). O itiner?rio constru?do permite assinalar a pertin?ncia da linguagem teatral ser viabilizada por meio dos jogos improvisacionais, provocando o envolvimento dos alunos, com e sem necessidades educacionais especiais, de forma espont?nea, com liberdade de agir, criar, improvisar, imaginar. As formas e os n?veis de participa??o, bem como os tensionamentos interativos em rela??o aos acordos e a pr?pria compreens?o daquilo que estava sendo ludicamente constru?do, foram delineando a configura??o processual das oficinas, de tal modo que todos jogaram, a seu modo, como forma de exercitar, no contexto escolar, o encontro consigo mesmos, com o outro e com a pr?pria arte teatral. / The present paper aims to develop a pedagogical practice in theatre centered on improvisational play in the early years of Elementary School, in a scholar context, considering the participation of students with and without special educational needs. Therefore, methodologically, it adopts the principles of qualitative approach, consisting in an intervention research, substantiated on the bakhtinian premiss of dialogism and alterity. In this direction, it considers the pedagogical workshop as instrument to effect the teaching of theatre in the classroom, through improvisational play, allowing the construction of collective practices by taking the involved to think, reflect, build knowledge, about and through the theatrical language. The research itinerary contemplates ten theatre workshops, although the first nine of them develops improvisational plays and the tenth, as the closure proposal of the workshops, focuses on a reflexive resumption of the entire process that was constructed. The investigation occurred in a public city school of Natal/RN, in a 5th year classroom, constituted by 18 students in between the ages of 10 to 14 years old, being 2 of them special educational needs students. To the construction of the data, it utilizes observation; log diary; individual interviews (with the teachers) and collective as well; in formats of conversation wheels (with the students). The constructed itinerary allows to distinguish the relevance of theatrical language to become feasible through the improvisational plays, provoking the involvement of the students, with and without special educational needs, in a spontaneous way, with the liberty of acting, creating, improvising, imagining. The ways and levels of participation, as well as the interactive tensionings in relation to the accordances and the comprehension itself of that which was being ludically constructed, they were outlining the processual configuration of the workshops, in such a way that all played, by each own?s way, as a form of exercising, in the school context, the encounter with themselves, with the other and with the theatrical art itself.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24432 |
| Date | 31 July 2017 |
| Creators | Bagolan, Ana Catharina Urbano Martins de Sousa |
| Contributors | 40692345434, Onofre, Eduardo Gomes, 62283391415, Sales, Jos? Albio Moreira de, 11408588315, Dias, Maria Aparecida, 76117855753, Magalh?es, Rita de C?ssia Barbosa Paiva, 37086081353, Alves, Jefferson Fernandes |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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