An educational, drama experiment in a mexican indigenous community /
Abstract: This research was the result of two years of work with 9-11 school children of an indigenous Mexican community (Mazahua descendants), with the main objective of promoting individual empowerment, i. e. make them believe in themselves by using drama. The focus is the way the Mazahua children...
Na minha lista:
| Principais autores: | , |
|---|---|
| Formato: | Dissertação |
| Publicado em: |
|
| Assuntos: | |
| Endereço do item: | https://app.bczm.ufrn.br/home/#/item/272343 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | Abstract: This research was the result of two years of work with 9-11 school children of an indigenous Mexican community (Mazahua descendants), with the main objective of promoting individual empowerment, i. e. make them believe in themselves by using drama. The focus is the way the Mazahua children project themselves today. Drama classes were designed and taught with a view to stimulating a process of individual creative development, which helped each child to improve their own self-esteem. Acoording to Paulo Freire, the teachers need to know the universe of knowledge of the students in order to capture the essence of their lives and have better understanding of their reality. While visiting as a volunteer the village of La Soledad, where 2,040 Mazahuas live, I developed my own insights about the Mazahua culture in that community. As a researcher, I had to grasp their behaviour and understand how the community is structured in terms of living conditions, language and social customs. In addition, a number of research activities were undertaken, including observation, note-taking and informal interviews with the school coordinator and teachers about the school curriculum, methodologies and books used. The lack of response from the Mazahua children prompted me to rethink my methodology and learn from the children's perspective, building a new approach to reflect their own world and perceptions. During the research, the practical work was divided in six phases, based on Freire's methodology and on Mazahuas games as a preliminary strategy to promote integration and openness between the students and the teacher. As communicativity improved, it was possible to experiment with drama and begin an interaction process of mutual engagement and dialogue. The results and findings of the project will be discussed in order to assess the impact of drama in the children's group. |
|---|