Banca de QUALIFICAÇÃO: Aline Seabra de Oliveira

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Aline Seabra de Oliveira
DATE: 29/11/2023
TIME: 14:30
LOCAL: Teams
TITLE:

Teaching theater as a (in)discipline in basic education: dynamics of self-image permeated by somatic listening to children's corporeality.

KEY WORDS:

Corporeality; self image; somatic listening; theater teaching; children; (in)disciplinary approach.

PAGES: 127
BIG AREA: Lingüística, Letras e Artes
AREA: Artes
SUMMARY:

The thesis investigates corporeality and the self-image formation in children aged eight to twelve in the context of theater teaching. The research aims to propose bodily practices that, driven by somatic listening, can contribute to children's internal and self-imagery expression with a view to promoting a space of self-knowledge and selforganization where students can establish a more integrated relationship with themselves and their environment. To achieve this objective it seeks to problematize the body practices present in theater classes in the context of public basic education and its pedagogical mechanisms of action to understand the diversity of corporeities present in the school space; It is proposed to experiment and identify principles from the field of Somatics that can contribute to the work of theater teachers in understanding these bodies in their entirety; The (in)disciplinary potential of theater teaching refers to the (in) inner movement. The analytical tool used in this research context is intersectionality. It is through this that the research seeks to understand the influence of social markers of difference, such as gender, race, sexuality and class, on the dynamics that involve the child's relationship with themselves and the world. The interest in the topic is based on the perception that there are wounds of a colonial nature that impact these corporeality. The concept of self-image, in this work, is not strictly connected to the concept of self-esteem, but rather to the research developed by Jacques Lacan (1998) in Mirror Stage and Ervin Gofmann (2004) in Estigma. This research uses methodological bricolage as it works with autoethnographic data from the researcher, who has been a theater teacher for children for fifteen years, and with data resulting from fieldwork that takes place at Escola Parque 313/314 sul, a public school in the District Federal, with children from the third to the fifth year of elementary school. This is a research path that has references in the performing arts, education, Somatics, decoloniality and sociology of childhood. The theses is developed in four parts. The first part seeks to discuss the motivations for this study, as well as the methodological structure of the work. The second part recovers memories of the researcher in the classroom as a teacher in line with the child's social locus and the possibilities of understanding the body through the field of Somatics. The third part intends to discuss fieldwork and observations in relation to the formation of self-image in children. Finally, the fourth part aims to provide an evaluation of this study with its possible developments and challenges. This is a work that is in process, however in the present has managed to carry out observations and interventions in the field that outline the proposition of a bodily practice, in an educational context, that involves understanding the body as an experience.

COMMITTEE MEMBERS:
Externa à Instituição - CIANE FERNANDES - UFBA
Externo à Instituição - DIEGO PIZARRO - IFB
Interna - 1198789 - LUCIANA HARTMANN
Presidente - 2329908 - SULIAN VIEIRA PACHECO