Poéticas dos possíveis: o potencial emancipador das aulas de teatro na escola

Abstract

This research, which is part of the area of Drama Teaching, had the general objective of analyzing the relations of emancipation in the space of theater classes at school, considering the profile of the teacher, the proposed practices and the narratives of former students, supported by the concept Poetics of the Possibles. In order to do this, it held Chatting Circles to identify whether or not the teachers had emancipatory potential, through a characterization established by the research, which considers the political, philosophical and cultural background of each teacher to be essential in emancipatory processes. The practices narrated by the participating teachers were analyzed based on the following categories: autonomy, social commitment, interdisciplinarity and creative processes. Chatting Circles were also held with former students, guided by a key question about the possible legacy left by theater classes at school. The concept of emancipation is guided by Critical Theory, mainly by Adorno, which is the same of Paulo Freire's understanding of conscientization. Both are joined by Augusto Boal and Bertolt Brecht to support this thesis, and dialog with Aristotle, Marilena Chauí, Walter Benjamin, among others. The work debates issues such as the power of the Cultural Industry in Education and the negative consequences of the atrophy of fantasy, through the eyes of psychoanalysis. It also proposes an anthropophagic perspective for methodology, in a fertile field of experiences such as theater epistemology. It also brings up the urgency of seeking pedagogical strategies to combat the barbarities of the present, such as contributing to the building of autonomy, critical thinking, affective attitudes towards others, the fight for rights and the strengthening of democracy. As a result, the research points out that some difficulties in the educational system can contribute to the emancipatory potential of theatrical practice at school, as they can cause teachers to lose their motivation. However, the participants in the Circles showed up to be resistant citizens, concerned about the capacity and political influence of their work. The former students spoke of a positive legacy from their experiences in theater classes. Therefore, it was observed that theatrical language as a subject at school can enrich the processes of building autonomy and emancipation.