Projeto educativo: o teatro na performance pedagógica
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2013
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O presente estudo diz respeito a uma investigação-ação baseada na implementação de uma atividade de teatro na área curricular não disciplinar de área de projeto no ano letivo de 2010-2011, com uma turma do 9º ano de escolaridade.
A ideia nasceu da crescente falta de motivação, empenho, autonomia e responsabilidade pelas tarefas escolares por parte dos alunos, a par da imensa baixa autoestima, intolerância, pouco respeito e pouca solidariedade pelos outros.
A atividade realizada, para além de querer incentivar os alunos para a realização de atividades culturais, ausentes no quotidiano dos mesmos, pretendia, também, estimular o desempenho escolar dos alunos, potenciar o desenvolvimento pessoal e social dos mesmos e reduzir o absentismo escolar, indo de encontro ao preconizado no projeto educativo.
Efetivamente, à medida que o projeto progredia, foi possível testemunhar uma gradual alteração de comportamentos, tornando-se notórias as manifestações de criatividade proporcionadas pela crescente valorização pessoal, desenvolvimento da autonomia e respeito pelo outro favorecendo a realização de um projeto comum. Através da análise de inquéritos, bem como outros documentos, este testemunho visa aferir se a conceção de projetos de teatro inserido no projeto educativo é importante e se, por isso, os alunos são estimulados e sensibilizados para a aquisição de determinadas competências contribuindo para o seu crescimento pessoal e social. Em primeira instância, saber se é possível entender o teatro como uma ferramenta pedagógica importante que pode ser fundamental para a promoção do sucesso do aluno na escola.
O trabalho segue uma metodologia de estudo de caso considerando-se a análise de dados proveniente de diferentes fontes e instrumentos como a observação participante, registos de arquivo pessoal, os documentos produzidos pelos alunos, os questionários e os artefactos que testemunham a aplicabilidade deste tipo de projetos na escola.
A revisão de literatura debruça-se sobre quatro aspetos basilares para a realização de projetos de teatro na escola e a sua importância ao nível do projeto educativo.
Este trabalho pretende, assim, demonstrar como é relevante a conceção de projetos de teatro no âmbito do projeto educativo considerando que através desta prática é possível estimular e sensibilizar os alunos a dotarem-se de competências, contribuir para o seu desenvolvimento pessoal e social e, consequentemente, o seu sucesso escolar.
The present study concerns an action-research work based on the implementation of a theatre activity in a non-disciplinary subject project area taken place during 2010-2011 school year, with a 9th grade class. The idea stemmed from the growing lack of motivation, effort, autonomy and responsibility felt by students for the school tasks, as well as the increasingly low self-esteem, intolerance, lack of respect and little solidarity for others. The activity had the purpose of motivating students in the involvement of cultural activities, absent in their daily life, as well as stimulating their school performance, enhance their social and personal growth and reduce school absenteeism, therefore complying with the indorsed educational project. As the project progressed, a gradual behavioral change was witnessed, and it was notorious how there was a greater manifestation of creativity along with a growing personal valorization, growth of independence, and respect for others by supporting the development of a group work. Through the analysis of inquiries, as well as other documents, this file aims to conclude if the conception of theatre projects inserted in the educational project is important and if this way, students are stimulated and sensitized towards certain skills contributing to their social and personal growth. At the first instance, if is possible to understand how theatre is an important pedagogical tool that can be primordial in the promotion of student success at school. The project follows a case study methodology that takes into consideration the analysis of data provided from different sources and tools such as participant observation, personal archive registries, student-made documents, questionnaires and the artifacts that testify the application of this type of project at school. The bibliography addresses the four basic aspects for the realization of theatre projects at school and its importance in the educational project. This work pretends to demonstrate how relevant the conception of theatre projects is in the scope of the educational projects considering that through this practice it is possible to stimulate and sensitize students to build skills, contribute for their personal and social development, and, consequently, their school success.
The present study concerns an action-research work based on the implementation of a theatre activity in a non-disciplinary subject project area taken place during 2010-2011 school year, with a 9th grade class. The idea stemmed from the growing lack of motivation, effort, autonomy and responsibility felt by students for the school tasks, as well as the increasingly low self-esteem, intolerance, lack of respect and little solidarity for others. The activity had the purpose of motivating students in the involvement of cultural activities, absent in their daily life, as well as stimulating their school performance, enhance their social and personal growth and reduce school absenteeism, therefore complying with the indorsed educational project. As the project progressed, a gradual behavioral change was witnessed, and it was notorious how there was a greater manifestation of creativity along with a growing personal valorization, growth of independence, and respect for others by supporting the development of a group work. Through the analysis of inquiries, as well as other documents, this file aims to conclude if the conception of theatre projects inserted in the educational project is important and if this way, students are stimulated and sensitized towards certain skills contributing to their social and personal growth. At the first instance, if is possible to understand how theatre is an important pedagogical tool that can be primordial in the promotion of student success at school. The project follows a case study methodology that takes into consideration the analysis of data provided from different sources and tools such as participant observation, personal archive registries, student-made documents, questionnaires and the artifacts that testify the application of this type of project at school. The bibliography addresses the four basic aspects for the realization of theatre projects at school and its importance in the educational project. This work pretends to demonstrate how relevant the conception of theatre projects is in the scope of the educational projects considering that through this practice it is possible to stimulate and sensitize students to build skills, contribute for their personal and social development, and, consequently, their school success.
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Orientação: Maria Fernanda Lopes
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCAÇÃO, TEATRO, LUDOLOGIA, PROJETOS EDUCATIVOS, EDUCATION, THEATRE, LUDOLOGY, EDUCATIONAL PROJECTS