Teatro/educação: ludopedagogia crítica pelo jogo teatral potencializado pelo conflict game com alunos do ensino fundamental de Goiânia - GO
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2015-11-30
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Universidade Federal de Goiás
Resumo
This study presents a critical reflexive analysis on the current paradigm of the
“ludopedagogical” practices of theatre teachers who have identified themselves in the
“ciberculture”. Practices which have reverberated in the Brazilian primary schools it is
relevant to say that this analysis arises out of the studies of e-Art/Education. It´s
pedagogical aim is to identify and discuss whether the teacher has utilized the game in
his/her classes as a booster of knowledge or just as the game for its own sake. EArt/
Education is here conceived as a segment of Art/Education, which covers the reality of
the digital world, which is in this research looked at from the perspective of the cultural
performances. For the conception of this study, a research on the site YouTube has been
conducted with the aim of verifying whether teachers from all the Brazilian capitals have
been using the game as a mediator of signifying experiences with their students or using it
only as entertainment. The analytical research of those ludopedagogical practices in the
theatre teaching-learning process have indicated the need of carrying out etheatre/
educational interventions with the aim of using the theatrical conflict game as a
mediator of meaningful experiences with the students of basic school in Goiânia – Goiás.
Therefore we carried out the performance Protesto Escolar na Escola Municipal de Tempo
Integral Silene de Andrade, which had the aim of developing critical thought of turmas G´s
students, in relation to depredations and graffiti that had been occurring in that institution.
The performing actions developed with the 22 students mentioned, revealed that game can
be the mediator of the students’ critical and investigative knowledge, through the means of
meaningful experience in benefit of the theatrical conflict game. The analytical research
conducted on the site YouTube, in conjunction with our own ludopedagogical practices in
the process of teaching-learning theatre, have indicated the need to use the game as a
booster of knowledge in theatre in primary school of Colégio Estadual Dom Fernando
Gomes dos Santos 2. The cibergame has always been highlighted in our classes whenever
we would work on any theatrical content. In that sense, the concept of conflict game arises,
in which conflicts are propitiated by the game as potential source of the theatrical game in
the process of teaching learning theater.
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TAGLIARI, M. Teatro/educação: ludopedagogia crítica pelo jogo teatral potencializado pelo conflict game com alunos do ensino fundamental de Goiânia - GO. 2015. 205 f. Dissertação (Mestrado em Performance Cultural) - Universidade Federal de Goiás, Goiânia, 2015.