A autonomia do educando proposta por Paulo Freire a partir de uma prática de leitura dramática na educação básica da Escola Municipal Antenor Navarro em João Pessoa - Paraíba

Abstract

This work reflects on a process of theater workshops with the theme of dramatic reading developed at school in the counter shift in Art classes at a public school in the city of João Pessoa. The propositions of “critical reading” and “protagonism of the reader” of Paulo Freire's theory form the guiding axis. The proposal makes use of the procedures used in dramatic readings as a way of teaching and learning in basic education, having ten 9th grade students as a focus group. The objective is to analyze how the practice of dramatic reading can contribute to the enrichment of creative construction, as well as to text interpretation. The methodological approach of the study is characterized as qualitative based on field research. Ten workshops held in the first semester of 2022 are analyzed, following a triad of actions: warm-up with scenic games; dramatic reading of theatrical texts brought by the class and written by the students themselves; rounds of conversations with oral debates and written records of the students' impressions of each meeting. From this, it is concluded that the practice of dramatic reading can contribute to the enrichment of the creative construction and the interpretation of the text, considering that, at the end of the research, a greater confidence of the students in their potential was observed, resulting in a more meaningful learning.