Teatro de objetos : uma experiência com alunos e alunas da educação de jovens e adultos (EJA)

Abstract

Theatrical practices at school contribute to valuing individualities, strengthening students' self-esteem, in addition to developing creativity and different ways of expressing themselves and communicating in the social context. Therefore, theatrical activities in basic education are fundamental for students to go through diverse experiences, in their different nuances. One of these nuances is the experience with the artistic language of Theaterof Objects, whose artistic reference works with resignifications, reinterpretations, and a lot of creativity. To deal with this artistic-pedagogical reference, the objective is to investigate the possible contributions of object theater to the training of EJA students from the Odilon Ribeiro Coutinho Elementary School - located in Tibiri - Santa Rita-PB. The methodology adopted is qualitative research, of an interventional nature, characterized as action research, supported by the Triangular Approach Proposed by Ana Mae Barbosa (2004). The Triangular Approach consists of practices that are related to contextualization, appreciation, and art making. As investigative methodological procedures, workshops were carried out with games and theatrical exercises, reframing objects in the classroom, dialogue circles, creation of videos and photo recordings, performance of game shows, in a dialogical process and constant evaluation. The purpose of working with Object Theater with the EJA class is to explore everyday issues through stories created, based on the meanings given to objects, considering their nature, texture, function, and form; interaction and creativity in the process of reframing objects, through the production of dialogue, also making use of improvisation, through theatrical language, on different themes. At the end of the study, it was concluded that the proposed activities contributed to the students having the opportunity to experience scenic language, developing skills such as creativity, body expression, oral expression, improvisation, interactivity, exposure of activities carried out, in addition to providing moments of relaxation, combating shyness, and improving self-esteem. It is hoped that this type of work will enable, on other occasions, new experiences that continue and expand this intervention project.