Teatro de animação em sala de aula: experiências no ensino superior e fundamental 1
This study aims investigate the utilization of theatre animation techniques as language in the drama teacher formation and in the elementary classroom activities. For this purpose, two experiences are taken as references. The first one is based in the internship as teacher assistant in the Dr. Savio...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/24882 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This study aims investigate the utilization of theatre animation techniques as language in the drama teacher formation and in the elementary classroom activities. For this purpose, two experiences are taken as references. The first one is based in the internship as teacher assistant in the Dr. Savio Araujo’s classes of Theatre of Animated Forms in the first semester of 2014 in the Federal University of Rio Grande do Norte. The second is derivate of the researcher's work as teacher of arts in the Municipal School José Peregrino de Carvalho of elementary level, in the city João Pessoa, PB, during the years of 2015 and 2016. In the both cases, as for undergraduate students as elementary school children, it is observed that there are challenges related to the planning and selection of contents, to the strategies to motivate the classes and the best way to make the students have autonomy and discretion to develop their artistic and personal potential. Regarding the formation of the teacher, the way to go through the vast universe of animation theatre is lineated by the conceptual definitions and terminological and methodological choices related of the assumed meaning for animation theatre, animator actor, object, give life, and mainly from the relationship of the dialogue established between the actor, the animator and the object. They are highlighted reflections about the artistic creation as fundamental part in the teaching-apprenticeship process and its relationship with the improvement by the students. Similarly, in relation to work in primary school 1, scenes creation is configured as a powerful methodological strategy in the construction of knowledge, although a number of challenges are faced daily in the school locus. |
|---|