Laboratório de artes cênicas na socioeducação.
Pedagogia teatral para jovens em conflito com a lei.
DOI:
https://doi.org/10.5216/ac.v7i2.70455Abstract
ABSTRACT
Author's Master's thesis in Art at the University of Brasília. It discusses the creative process in performing arts that I conceived as a teacher-artist-researcher in the laboratory of narratives and theatrics in socio-education. The purpose of this article is to develop a theatrical pedagogy for young people in conflict with the law in XXX. Data were collected through content analysis of theatrical narratives of these young people and sensitive listening to their concerns. In the period between February 2019 and March 2020, the socio-educators dramatized their narratives in scenographic frames about freedom, imprisonment and generationality. From this point, a socio-educational pedagogy was built with the performing arts. The conceptual-methodological perspective encompasses dialogues between Moreno's sociodrama and Goffman's performance in the fields of study of the scene. They have in common a theory of roles specific to the research context. The problematic of the study circumscribed a transversality between sociology and theater: what are the links between the narrated scenes and the same scenes, theatricalized? Discussions of the results and their final considerations recommend aesthetic-scenic creative processes based on studies of the scene as a field open to the diversification of views: live text, scenic frames and the actor-narrator.
Keywords: performing arts; socio-education; narratives; theatrics.
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