A construção do ser docente: trajetória pela caixa de estímulo, memória e teatralidade

Abstract

The present work is an analysis of the applicability of the dynamics called the stimulus box, resulting from its use as a theater teaching methodology for the elementary school grades I and II, developed in a public full-time school during the period mandatory internship in the degree course in theater at the Federal University of Tocantins - Campus de Palmas. Such dynamics when used provided sentient phenomena both for the students involved and for the training of the trainee in their teacher training process. Technically, the dynamics brought the processes that emerged to the case study of drama as a teaching method and simultaneously approached the theatrical game and the dramatic games defended by theorists Peter Slade, Beatriz Cabral, Jhon Sommers and Jean-Pierre Ryngard. The dynamics demonstrated that dramatization is an effective form of language in its use at school, especially because it works with the student's critical thinking, first in a particular way and consequently in a community way, however, it presents an equivalence of a therapeutic process for exposing emotions of the students, causing the teacher to psychologically mediate the conflicts that arose, in addition to generating reflection on the experimental limits of dramatic games in the classroom.