Percursos de um arte-educador: a arte de se constituir educador nas práticas de ensino de teatro com crianças
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Data
2020-09-24
Autores
Silva, Francisco Souza da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho é resultado de reflexões enquanto professor de Arte sobre a experiência da prática teatral com crianças de 07 a 10 anos das séries iniciais do Ensino Fundamental em uma Unidade de Ensino do município de Cubatão/SP. Nos processos de ensino desenvolvidos buscou-se compreender como as narrativas das crianças, criadas por meio do jogo de improvisação possibilitam o aprendizado prático das artes cênicas e também oportunizam um espaço de fala das crianças sobre seus cotidianos. O cultivo de formas de expressão artística pelas crianças se amalgama com suas reflexões sobre a vida cotidiana, acompanhadas de uma reflexão do pesquisador sobre o encontro da arte com a sua função social. A investigação etnográfica como prática metodológica durante o percurso se converteu numa autoetnografia da constituição de um educador-artista-antropólogo. Os principais eixos metodológicos da pesquisa foram: 1) a parte empírica da pesquisa: jogos de improvisação junto às crianças de 7 a 10 anos durante as aulas regulares de Arte na mencionada instituição; 2) o diálogo entre a parte empírica e seus registros com o referencial teórico da arte-educação e, mais especialmente do teatro-educação e da antropologia. A dissertação se apresenta, respectivamente, com dois níveis narrativos: um primeiro nível com a descrição das principais práticas e um segundo nível com as reflexões decorrentes do trabalho de investigação. A estrutura de jogos de improvisação utilizadas nessas práticas oportunizou aos educandos e ao educador lerem seus mundos e também, em menor medida e mais modesta envergadura, recriar e criar nossos mundos. O pesquisador conseguiu perceber e conhecer melhor quais estratégias adotar e um estilo próprio de conduzir, além de desenhar aquele educador que almeja ser. Nesse percurso foi-se reconhecendo um entrelaçamento da prática em sala de aula com o pensamento freiriano sobre autonomia das crianças nos processos educativos, na dialética de ensinar a aprender e aprender a ensinar que vai além dos conhecimentos estruturados nos currículos oficiais e perpassa as maneiras de compartilhar conhecimento.
The present study is the result of reflections as an Art teacher about the experience of theatrical practice with children from 7 to 10 years old from the initial grades of Elementary School in a Teaching Unit in the city of Cubatão / SP. In the teaching processes developed, it was sought to understand how the children's narratives, created through the improvisation game, enable the practical learning of the performing arts and also provide a space for children to speak about their daily lives. The cultivation of forms of artistic expression by children is amalgamated with their reflections on everyday life, followed by a reflection by the researcher on the encounter of art with its social function. Ethnographic research as a methodological practice along the way became an autoetnography of the constitution of an educator-artist-anthropologist. The main methodological axes of the research were: 1) the empirical part of the research: improvisation games with children from 7 to 10 years old during regular art classes at the mentioned institution; 2) the dialogue between the empirical part and its records with the theoretical reference of art education and, more especially of theater education and anthropology. The dissertation is presented, respectively, with two narrative levels: a first level with the description of the main practices and a second level with the reflections resulting from the research work. The structure of improvisation games used in these practices made it possible for students and educators to read their worlds and also, to a lesser extent and more modestly, to recreate and create our worlds. The researcher was able to notice and better understand which strategies to adopt and his own style of conducting the process, as well as designing the educator he aims to be. Along this path, an intertwining of classroom practice with Freirian thinking on the autonomy of children in educational processes was recognized, in the dialectic of teaching how to learn and learning how to teach that goes beyond the knowledge structured in official curricula and permeates the ways of sharing knowledge.
The present study is the result of reflections as an Art teacher about the experience of theatrical practice with children from 7 to 10 years old from the initial grades of Elementary School in a Teaching Unit in the city of Cubatão / SP. In the teaching processes developed, it was sought to understand how the children's narratives, created through the improvisation game, enable the practical learning of the performing arts and also provide a space for children to speak about their daily lives. The cultivation of forms of artistic expression by children is amalgamated with their reflections on everyday life, followed by a reflection by the researcher on the encounter of art with its social function. Ethnographic research as a methodological practice along the way became an autoetnography of the constitution of an educator-artist-anthropologist. The main methodological axes of the research were: 1) the empirical part of the research: improvisation games with children from 7 to 10 years old during regular art classes at the mentioned institution; 2) the dialogue between the empirical part and its records with the theoretical reference of art education and, more especially of theater education and anthropology. The dissertation is presented, respectively, with two narrative levels: a first level with the description of the main practices and a second level with the reflections resulting from the research work. The structure of improvisation games used in these practices made it possible for students and educators to read their worlds and also, to a lesser extent and more modestly, to recreate and create our worlds. The researcher was able to notice and better understand which strategies to adopt and his own style of conducting the process, as well as designing the educator he aims to be. Along this path, an intertwining of classroom practice with Freirian thinking on the autonomy of children in educational processes was recognized, in the dialectic of teaching how to learn and learning how to teach that goes beyond the knowledge structured in official curricula and permeates the ways of sharing knowledge.
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Palavras-chave
Jogos na educação artística, Autonomia em crianças, Teatro e crianças, Professores de arte - Ensino fundamental, Improvisação (Representação teatral), Prática de ensino em Artes Cênicas, Teatro-educação, Teatro na escola pública, Jogos de improvisação, Autonomia em crianças, Teaching practice in Performing Arts, Theater-education, Theater in public schools, Improvisation games, Children autonomy