O jogo teatral e a construção do conhecimento simbólico: projeto de vida

Abstract

The premise of this work is to study the theatrical game as a theater/educational approach, as a driver of meaningful experiences with high school students from the state of Goiás, more specifically in the construction of their life projects. Meaningful experience, defined as an experience capable of bringing the individual to reflect on him/herself and the world, an experience that is consummated, fully realized, in its entirety. To this end, this work has two complementary strands: the first, of an analytical theoretical nature, is based on a greater understanding of the conceptual relationships that are established in the practice of the game proposed by Viola Spolin (1906-1994). It also addresses the perspective of symbolic knowledge, as defined by the Swiss biologist, epistemologist and psychologist Jean Piaget (1896 - 1980); the consummatory experience of John Dewey (1859-1952), mainly in his Art as Experience; the symbolic in Ernst Cassirer (1874-1945) and the presentational symbolic of art in Susanne Langer (1895-1985); and, finally, the concepts of Social Representation by Serge Moscovici (1928-2014) and presentation by Hans-Georg Gadamer (1900-2002). In the second strand, the analyses highlight the understanding of theatrical play as a relevant and privileged methodological approach in the development of the physical, cognitive, and socio-emotional aspects of high school students in the Life Project curricular component, taking the form of action research carried out at Cepi Lyceu de Goiânia, located in Goiânia -Goiás, in which the game was the mediator of symbolic presentational knowledge, of theoretical-practical reflections in the projection of these students' lives, aiming at the development of the young person's self-governing process and their socio-emotional protagonism.