Experiência estética, jogo e criação: práticas de ensino de teatro com crianças em uma Escola Municipal de Arte

Abstract

This research, developed through the Professional Master’s Program in Arts (PROFARTES) and supported by a scholarship from the Coordination for the Improvement of Higher Education Personnel (CAPES), aims to investigate my teaching practice within the context of a municipal school specializing in arts education. The study stems from a desire to transpose the empirical practice of theater initiation and creation into the reflective field of research, seeking to understand the complexities involved in these processes in dialogue with contemporary scene perspectives and a phenomenological view of childhood, grounded in the studies of Merleau-Ponty and Marina Marcondes Machado. The scope of the research focuses on theatrical experiences with a group of children, whose creative process emerged from the exploration of materialities available in the classroom. The dissertation, structured into four chapters, ranges from a cartographic survey of my formative memories as an artist and teacher and the contextualization of the school involved, to an analysis of the artistic-pedagogical procedures performed. Throughout this journey, I discuss themes such as the aesthetic experience in theater education for children; the threshold between theatrical games and children's dramatic play; the development of playing capacity based on the studies of Jean-Pierre Ryngaert; the notion of the teacher-performer; and the school as a territory for artistic investigation.