Ensino das artes cênicas na escola: experiência, apreciação e criação com as culturas populares

Abstract

This research aims to propose artistic-pedagogical experiences based on the experimentation with scenic aspects of popular artistic manifestations for the development of teaching Scenic Arts at the Anita Trigueiro do Valle Municipal School of Basic Education, located in João Pessoa (PB). This proposal stems from the interest in researching the relations between Theater and Dance and the aesthetic aspects of Popular Cultures, in the search for a theatrical scene that flows from this encounter. It also arises from the need to propose a continuous contact with cultural practices full of traditional meanings, previously experienced by the Altiplano community, the neighborhood where the school is located, but which are currently unknown to the children and young students participating in this research. This is a qualitative exploratory and participatory approach, conducted by practical procedures involving apreciation and experience with artistic groups in the school, aesthetic analysis of the performances presented and the creation and presentation performed in workshops by the participating students. As part of the theoretical foundation we present the concepts of appreciation, experience and contextualization directed to an artistic-educational proposal in which the teacher plays the role of mediator of the contents when doing and thinking the art together with the students. The pedagogical activities linked to aesthetic experiences provided critical readings and interpretations that surpassed the artistic context, as well as made possible an evaluation about how such experiences reverberated in the quality of the students' corporal action. The result of this work points to the valorization of the dialogue between theory and practice based on cultural actions that enabled the development and transformation of space and the school community through the affective and artistic dimensions contributing to its humanization. Although still in the process of construction, work with popular cultures in school indicated that the notion of cultural identity itself from the re-reading of traditional models or not contribute to the consolidation of artistic-pedagogical works based on singular aesthetics.