Autonomia e controle no ensino de teatro: corpos marcados pelas experiências e relações artístico-pedagógicas
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Data
2023-02-01
Autores
Armiliato, Kelly Priscila [UNESP]
Castro, Gabriela Povo de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho busca discutir sobre a autonomia e o controle no ensino de teatro por verificar que a criação do sujeito em situação de aprendizagem é pautada, majoritariamente, pelo desejo e padrões estipulados pelo educador/diretor, que através de seu ideal estético ou acadêmico deposita suas expectativas na criação do estudante, e pela necessidade condicionada de se subjugar a com estigmas e padrões impostos culturalmente e socialmente. Partindo da compreensão do conceito de autonomia em oposição à heteronomia, que em nosso contexto são as estruturas de controle e poder, dependências e as marcas deixadas em nossos corpos, articulamos, por fim, caminhos para a autonomia dentro de uma prática de ensino-aprendizagem teatral que busca superar esses controles e limites, através de práticas didáticas relacionadas principalmente ao modelo democrático/libertador de ensino e a modalidades teatrais específicas, como Viewpoints e Teatro Comunitário.
The present work seeks to discuss autonomy and control in theater teaching by verifying that the creation of the subject in a learning situation is guided, mostly, by the desire and standards stipulated by the educator/director, who, through his aesthetic or academic ideal, deposits their expectations in the student's upbringing, and the conditioned need to subjugate themselves to culturally and socially imposed stigmas and standards. Starting from the understanding of the concept of autonomy as opposed to heteronomy, which in our context are the structures of control and power, dependencies and the marks left on our bodies, we finally articulate paths to autonomy within a teaching-learning practice theater that seeks to overcome these controls and limits, through didactic practices related mainly to the democratic/liberating model of teaching and specific theatrical modalities, such as Viewpoints and Community Theater.
The present work seeks to discuss autonomy and control in theater teaching by verifying that the creation of the subject in a learning situation is guided, mostly, by the desire and standards stipulated by the educator/director, who, through his aesthetic or academic ideal, deposits their expectations in the student's upbringing, and the conditioned need to subjugate themselves to culturally and socially imposed stigmas and standards. Starting from the understanding of the concept of autonomy as opposed to heteronomy, which in our context are the structures of control and power, dependencies and the marks left on our bodies, we finally articulate paths to autonomy within a teaching-learning practice theater that seeks to overcome these controls and limits, through didactic practices related mainly to the democratic/liberating model of teaching and specific theatrical modalities, such as Viewpoints and Community Theater.
Descrição
Palavras-chave
Teatro na educação, Representação teatral - Estudo e ensino, Autonomia escolar, Aprendizagem