INICIAÇÃO TEATRAL EM TEMPOS DE CRISE DA DEMOCRACIA NO BRASIL: A criação e a direção colaborativa como percurso artístico-pedagógico para a formação nos anos finais da educação básica

Abstract

This PhD thesis explores the practices of collaborative creation and stage direction oriented toward theatrical initiation. The dissertation includes autobiographical elements of the author's artistic trajectory, the initial research questions, and the methodological selection of the practice as a research approach in the field of art. The author's previous experiences in stage direction support the discussion on the use of the term collaborative creation and rotating scene direction. Stage direction is understood according to the work of three contemporary directors: Mnouchkine, Bogart, and Jatahy. The dissertation also draws from scholarship on theatrical pedagogy, paying special attention to Brecht's Learn Games, the Process Drama and the notion of Pedagogue-Director, according to Koudela, Cabral, Knébel and Haderchpek. The composition of critical thinking and dialogic education is approached from aspects of the Brazilian democratic crisis, the undermining of the debate, the degradation of social communication, and the restriction of academic freedom. The author addresses different aspects such as cultural diversity, and the co-presence of knowledge and collaboration in dialogue with Freire, hooks, and Souza Santos. The work offers and analyzes two collaborative laboratories for stage creation carried out in the city of Pelotas/RS in 2018, one in basic education and another in higher education. The members of the laboratories learnt how to observe, imagine, act and evaluate collaboratively, as the author describes and analyzes in the PhD work. The defense of the theatrical initiation in a period of democratic crisis is based on the notion of democratization of knowledge and culture, but also on the problem of authorship and co authorship, in dialogue with Chauí, Souza Santos, Brecht, Boal, Cornago and Saumell. Finally, the author defends the need of promoting theatrical practices of creation and collaborative direction as an artistic-pedagogical way for training in the last years of basic Brazilian education.