Teatro do Oprimido: Possibilidades metodológicas para as aulas de Educação Física
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Data
2022-10
Tipo de documento
Tese
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências da Saúde
Modalidade de acesso
Acesso aberto
Editora
Autores
Talita Gonçalves Duarte, Isabel Porto Filgueiras
Orientador
Filgueiras, Isabel Porto
Coorientador
Resumo
Após leituras referenciais, sobre a perspectiva discente nas aulas de Educação Física
escolar, produzidas nas três últimas décadas, ficou clara a superficialidade de
tratamento do tema, pois muito se fala sobre, mas pouco se aprofunda, ou pior, pouco
ainda se intervém para de fato considerar as crianças e os jovens na pesquisa, bem
como na prática pedagógica. O Teatro do Oprimido, em seu viés educacional, é uma
das possibilidades metodológicas no campo da arte, que prima pela escuta e pelo
diálogo, conceitos freireanos que têm influenciado propostas pedagógicas da
educação física escolar. Caracterizada como uma pesquisa qualitativa, em auto estudo, mediado por amigos críticos pretendeu-se: compreender as reflexões e
transformação do planejamento de um projeto didático as aulas de Educação Física,
com base nas pedagogias críticas, e então descrever e interpretar as relações teórico metodológicas estabelecidas pela professora/pesquisadora durante a elaboração de
uma proposta didática para as aulas de Educação Física, fundamentada nas teorias
críticas da área, na pedagogia do oprimido de Paulo Freire e na proposta de jogos
teatrais de Augusto Boal, construindo de forma colaborativa, junto aos amigos críticos,
uma proposta para o ensino da Educação Física, que seja mobilizadora do diálogo,
da escuta e da análise crítica da relação opressor/oprimido nas práticas corporais,,
visando o envolvimento dos estudantes no processo de análise crítica das relações
de opressão presentes na sociedade. Como instrumentos de produção de
informações foi elaborado um projeto didático, enviado a três amigos críticos,
estudiosos dos temas geradores desta pesquisa, nas áreas de Educação Física
Crítica, Teatro do Oprimido e Pedagogia do Oprimido, e após análise dos mesmos,
foram estabelecidos, por meio de videoconferência diálogos, entre a primeira autora
e os amigos críticos separadamente. Os diálogos foram gravados e transcritos, depois
tratados por análise temática. A análise temática evidenciou que o diálogo com os
amigos críticos proporcionou à professora/pesquisadora, reposicionar a proposta, e
ampliar suas reflexões a partir de cinco temas. O trabalho evidencia a contribuições
da metodologia de auto-estudo mediada por amigos críticos, para a formação
continuada de docentes, pouquíssimo considerada nos programas de pós-graduação
em Educação e Educação Física do Brasil, além de possibilitar uma melhoria nas
práticas da professora/pesquisadora a qual, por meio da pesquisa, avançou em sua
busca por criar uma estratégia de escuta dos estudantes, essa que traria reflexões
através de momentos de diálogo sobre situações das aulas, em seu grande teatro que
é fazer esportes na escola, com suas adaptações e especificidades, entendendo este
contexto como um grande palco de intervenção, utilizando-se de estratégias do Teatro
do Oprimido. A análise das informações também demonstrou que a variedade de
pontos de vista oriundos da formação e da experiência dos amigos-críticos,
proporcionou que a professora/pesquisadora uma melhor observação de sua proposta
de prática, sob diferentes ângulos, tendo uma visão muito mais ampla e rica dos
processos que envolvem a elaboração de nossos planejamentos. Conclui-se que a
pesquisa em auto-estudo, favorecida pela visão de outrem, no caso, os amigos
críticos, se beneficia da diversidade de pontos de vista oferecidos a
professora/pesquisadora, e apoiando o processo reflexivo sobre todo planejamento
didático pedagógico, e sobre a forma como a educação física escolar pode enriquecer
momentos de reflexão crítica nos discentes, ouvindo suas percepções e anseios, tão
cruelmente esquecidos junto às carteiras enfileiradas e reclusas de diversas salas de
aula.
After referential readings, about the student perspective in Physical Education classes at school, produced in the last three decades, the superficiality of treatment of the theme became clear, since much is said about it, but little is deepened, or worse, little is intervened to de considering children and young people in research, as well as in pedagogical practice. The Theater of the Oppressed, in its educational bias, is one of the methodological possibilities in the field of art, which excels in listening and dialogue, Freirean concepts that have influenced pedagogical proposals for school physical education. Characterized as a qualitative research, in self-study, mediated by critical friends, it was intended to: understand the reflections and transformation of the planning of a didactic project for Physical Education classes, based on critical pedagogies, and then describe and interpret the theoretical relations -methodologies established by the teacher/researcher during the elaboration of a didactic proposal for Physical Education classes, based on critical theories of the area, on Paulo Freire's pedagogy of the oppressed and on Augusto Boal's proposal of theatrical games, building collaboratively, together with critical friends, a proposal for the teaching of Physical Education, which mobilizes dialogue, listening and critical analysis of the oppressor/oppressed relationship in bodily practices, aiming at involving students in the process of critical analysis of oppressive relationships present in society. As instruments for the production of information, a didactic project was elaborated, sent to three critical friends, scholars of the themes generating this research, in the areas of Critical Physical Education, Theater of the Oppressed and Pedagogy of the Oppressed, and after analyzing them, were established, by through videoconferencing dialogues, between the first author and her critic friends separately. The dialogues were recorded and transcribed, then treated by thematic analysis. The thematic analysis showed that the dialogue with critical friends allowed the teacher/researcher to reposition the proposal and broaden her reflections based on five themes. The work highlights the contributions of the self-study methodology mediated by critical friends, for the continuing education of teachers, very little considered in postgraduate programs in Education and Physical Education in Brazil, in addition to enabling an improvement in the practices of the teacher/researcher which, through research, advanced in its quest to create a strategy for listening to students, one that would bring reflections through moments of dialogue about classroom situations, in its great theater that is playing sports at school, with its adaptations and specificities, understanding this context as a great stage for intervention, using Theater of the Oppressed strategies. The analysis of the information also demonstrated that the variety of points of view arising from the formation and experience of the critical friends, provided the teacher/researcher with a better observation of her proposed practice, from different angles, having a much broader and more comprehensive view. of the processes that involve the elaboration of our plans. It is concluded that self-study research, favored by the view of others, in this case, critical friends, benefits from the diversity of points of view offered to the teacher/researcher, and supporting the reflective process on all pedagogical didactic planning, and on how school physical education can enrich students' moments of critical reflection, listening to their perceptions and anxieties, so cruelly forgotten along with the lined up and secluded desks in different classrooms.
After referential readings, about the student perspective in Physical Education classes at school, produced in the last three decades, the superficiality of treatment of the theme became clear, since much is said about it, but little is deepened, or worse, little is intervened to de considering children and young people in research, as well as in pedagogical practice. The Theater of the Oppressed, in its educational bias, is one of the methodological possibilities in the field of art, which excels in listening and dialogue, Freirean concepts that have influenced pedagogical proposals for school physical education. Characterized as a qualitative research, in self-study, mediated by critical friends, it was intended to: understand the reflections and transformation of the planning of a didactic project for Physical Education classes, based on critical pedagogies, and then describe and interpret the theoretical relations -methodologies established by the teacher/researcher during the elaboration of a didactic proposal for Physical Education classes, based on critical theories of the area, on Paulo Freire's pedagogy of the oppressed and on Augusto Boal's proposal of theatrical games, building collaboratively, together with critical friends, a proposal for the teaching of Physical Education, which mobilizes dialogue, listening and critical analysis of the oppressor/oppressed relationship in bodily practices, aiming at involving students in the process of critical analysis of oppressive relationships present in society. As instruments for the production of information, a didactic project was elaborated, sent to three critical friends, scholars of the themes generating this research, in the areas of Critical Physical Education, Theater of the Oppressed and Pedagogy of the Oppressed, and after analyzing them, were established, by through videoconferencing dialogues, between the first author and her critic friends separately. The dialogues were recorded and transcribed, then treated by thematic analysis. The thematic analysis showed that the dialogue with critical friends allowed the teacher/researcher to reposition the proposal and broaden her reflections based on five themes. The work highlights the contributions of the self-study methodology mediated by critical friends, for the continuing education of teachers, very little considered in postgraduate programs in Education and Physical Education in Brazil, in addition to enabling an improvement in the practices of the teacher/researcher which, through research, advanced in its quest to create a strategy for listening to students, one that would bring reflections through moments of dialogue about classroom situations, in its great theater that is playing sports at school, with its adaptations and specificities, understanding this context as a great stage for intervention, using Theater of the Oppressed strategies. The analysis of the information also demonstrated that the variety of points of view arising from the formation and experience of the critical friends, provided the teacher/researcher with a better observation of her proposed practice, from different angles, having a much broader and more comprehensive view. of the processes that involve the elaboration of our plans. It is concluded that self-study research, favored by the view of others, in this case, critical friends, benefits from the diversity of points of view offered to the teacher/researcher, and supporting the reflective process on all pedagogical didactic planning, and on how school physical education can enrich students' moments of critical reflection, listening to their perceptions and anxieties, so cruelly forgotten along with the lined up and secluded desks in different classrooms.
Palavras-chave
Educação Física Escolar, Pedagogia do Oprimido, Teatro do Oprimido, Possibilidades Metodológicas, Amigo Crítico