Teatralizando vivências: processos de criação cênica na escola

Abstract

This research sought to understand how a collaborative process of creation between artists and students of the public school of the same community can build experiences that reach their emancipations. The initial proposal was to elaborate a dramaturgy that represented the cultures and identities of students and artists, impacting and resignifying dominant discourses and lived reality, with a critical view through theatrical language. However, the mass culture was a starting point for work, in a process of mediation between mass culture and popular culture for the legitimation of voices. Adorno and Horkeheimer (1995), Shusterman (1998; 2012); Boal (1991, 2000), Candau and Oliveira (2010), Giroux and Simon (2011), Charlot (2013) and Forquin (1993) were called to contribute to the analyses. The field research was carried out within the Method of Art-Based Educational Research (PEBA), with "autoethnographic" procedures, according to Velardi (2015). The research showed that the collaborative process brought to light the business imaginary of assembly of spectacle inherent to the place of theater in school and proved resistant to the individualistic practices that are in the school routine and reflected in the relationship with the functions of the show. This mode of artistic production reaffirms the importance of the formation of collectives for citizen life, allowing the legitimation of the culture of students now affiliated or detached from mass culture.