Eu, o outro e o espaço : o teatro na ressignificação da educação do corpo de jovens estudantes de Pedagogia

Abstract

This dissertation results from the Master's research developed with the Post-Graduate Program in Education of the Federal University of Mato Grosso, Rondonópolis University Campus (PPGEdu / UFMT / CUR) in the Research Line Childhood, Youth and Contemporary Culture: rights, policies and diversity. The objective is to understand how the theatrical language can show and re-signify the meanings attributed to the body, by the young students of the Pedagogy course at the Federal University of Rondonópolis, contributing to an education of aesthetic sensitivity. It is intended to answer the following research problem: what extent can a creative process with theatrical language resignify body education in young students of the Pedagogy course? The contributions of Larrosa (2002), Galeffi (2007) and Ferreira-Santos and Almeida (2020), are used as theoretical references to think about Education. The theories and theatrical proposals that inspire practices and analyzes come from Theater Studies, in the presence of authors such as Boal (1988), Lecoq (2010) and Spolin (2010). In addition, theorists from the Sociology of Youth, such as Pais (1990) and Groppo (2017), and from Body Studies, such as Michel Foucault (1999), Le Breton (2007) e Haraway (2009) are brought. This educational research was based on the autobiography methodologies, drawing on the young researcher's experiences with the theatrical language, in dialogue with the action research methodology, with young students, between 15 and 29 years old, of the Pedagogy course already mentioned. Based on the results observed by the researcher in the practices of dramatic and theatrical games, the participants' reports, the researcher's experience and bibliographic research, analyzes are made about the Body and its relations with self-knowledge, social relations and the experience of the world around. The results indicate that exploring the confluences of these dialogues and lived experiences, the potency of Theater is affirmed as a path to a more sensitive, active and libertarian education for young bodies, thus constituting an important contribution to the training of pedagogues.