Era História ou Ficção? Uma experiência baseada em Drama no Ensino de História na Educação Básica

Abstract

This study investigates the use of Drama as a pedagogical approach to the teaching of History. To this end, a Drama process was developed with students in the second year of upper secondary education at a public school in the city of Uberlândia, Brazil. The process was structured through strategies, roles, episodes, and the collaborative construction of fictional narratives inspired by Greek poleis. During the investigation, methodological procedures such as field notes, interviews, and the analysis of interactions experienced throughout the pedagogical process were employed, providing the basis for the records and reflections presented in this dissertation. In the planning and implementation of the process, elements of Role-Playing Games (RPGs) were also incorporated and adapted in order to enhance the narrative, creative, and participatory dimensions of the experience. The dissertation presents both theoretical concepts related to the Drama approach, drawn from the field of theatre pedagogy, and a narrative and analysis of the process developed within the school context. Based on the analysis of the proposed Drama process, this study argues that Drama fosters active and transdisciplinary learning, enabling students to critically reflect on historical issues, power relations, and notions of citizenship. More broadly, it concludes that Drama expands the possibilities of History teaching and contributes to the critical, reflective, and participatory formation of students.