A criança em cena: jogos dramáticos no desenvolvimento socioemocional na educação infantil

Abstract

This dissertation investigates dramatic games as an artistic language and aesthetic experience in Early Childhood Education, emphasizing their potential for the expression and understanding of emotions. The study examines how theatrical practices can contribute to the socio-emotional development of children aged five and six, articulating the fields of experience Sounds, Colors, Shapes and Forms and Socio-Emotional Skills, in accordance with the Brazilian National Common Core Curriculum (BNCC) and the Municipal Curriculum Guidelines of Uberlândia (DCMs). The research adopts a qualitative, descriptive, and participatory approach and was conducted in a municipal early childhood education school in Uberlândia, Minas Gerais, with a second-level group. Methodological procedures included bibliographic research, document analysis, a case study, field notes, and photographic and audiovisual documentation. The pedagogical-artistic actions involved Emotion Workshops, theatrical performances, and dramatic games inspired by the book The Color Monster, children’s songs, and dramatic games developed in workshops with the Emcantar Group. The results indicate that dramatic games enabled meaningful aesthetic experiences, enhanced emotional expression, and strengthened children’s protagonism, reaffirming the power of theatre in Early Childhood Education.