Teatro e educação: a escola como teatro

Abstract

This Masters Dissertation aims to investigate the analogies between school and theater, exploring this relationship in other to point out pedagogical goals that allow the use of creativity in the teaching- learning process in drama, from which interferences should happen in the curriculum conception and practice. The text is presented in 3 Acts. The First Act is theoretical and is divided into two Scenes: Scene and conceives theater as a cultural manifestation, and its rites and symbols that influence pedagogical function; Scene Two presents the education as culture, its humanistic meaning, some pedagogical tendencies (Dewey, Vygotsky and Freire) and the relation between rites and symbols and the curriculum itself. The Second Act sees theater as pedagogical action and knowledge as representation. The Third Act is interpretative. From the observed analogies between school and theater, it is a look towards school as a "theatral metaphore". Thus it is developed from a critical re-reading of Sofocles and Euripedes, from the, analogies between their tragedies and school action, where Sofocles appears predominantly in a moralistic role, where as Euripedes appears in a critical and reflexive role. At the Epilogue, pedagogical goals are shown in order to re-orientate educative action, specifically, inserting theater in school curriculum, in the perspective to collaborate with a better quality for school