A linguagem teatral no AEE como prática de inovação interdisciplinar: narrativas de experiências de uma professora junto com alunos do ensino fundamental

Abstract

This study, which presents a research of qualitative approach, developed with the autobiographical method, ruled by narrative, addresses the thematic of the relation between Theatre and Inclusive Education at Specialized Educational Assistance (AEE). As student of the Professional Master in Public Policies and Educational Management, from the Post-Graduation Program in Public Policies and Educational Management, I narrate in first person and I have as the main goal to revisit and to reframe the process, the possibilities from the experiences from the play performed in 2017/2018. This theatrical experience involved children and teenagers, students from regular School and students from AEE. To develop the narrative i sought to describe the process of the theatre, registering moments, times, actions and collecting testimonies from the parents, teachers, students, principals, advisors and supervisors from the school, concerning this event. Lastly, I present the setting of a pedagogical proposal of theatrical work to an AEE classroom. The experience took place in Rede Municipal de Itaara, with the theatrical performance of the chronic “O anel de formatura”, by Rubem Boelter (2017). I founded the study in previous readings and in another ones acquired during the course. Thus, I mention Wallon (2007) and his study about affectivity, relating it to Vygotsky (2004). Snyders (1988), Spolin (2001, 2007, 2019), Ferreira (2012), Abrahão (2004, 2006, 2010) and Marinas (2007), Japiassu (2001, 2007), Castoriadis (1982), Oliveira and Miorando (2020), Josso (2002, 2004, 2010, 2020), Marquezan (2015), Peres and Zanella (2011) explain about theatre, culture, emotion, body, life experience, teaching experience and its narratives, the methodology of the theatrical language, the knowledge produced in relation to games, body language, and social issues, imaginary. I reflect on the whole of this master’s journey, about what was incorporated into my knowledge, the discoveries, the new authors consulted. Besides, I must highlight the study of the methodology of the dramatics discipline that contributed consistently to my formation. When I evaluate my own development in the present moment, in contrast with the beginning of the master's degree, I perceive a self-development, either because of the readings, the courses taken or even because the published articles. I conclude forwarding the final product: a methodological proposal of theatrical work with AEE students, from my life narrative.