Banca de QUALIFICAÇÃO: ROSELI SANTOS AGUIAR

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSELI SANTOS AGUIAR
DATE: 07/07/2022
TIME: 14:00
LOCAL: Sala de conferência on line
TITLE:

Accessible scenic experiences in the teaching-learning of Theater with the deaf: an anti-racist perspective in basic education in Salvador-Bahia

KEY WORDS:

Racial issues. Deafness. Materiality. Theater teaching-learning. Accessibility.

PAGES: 110
BIG AREA: Lingüística, Letras e Artes
AREA: Artes
SUBÁREA: Teatro
SUMMARY:

This paper aims to propose a mobilize experiences of scenic creation accessible in the teaching and learning of deaf students, from the perspective of anti-racist education, reflecting through such propositions on the effectiveness of public policies aimed at ethnic-racial issues and the deafness. I use as territory, the ground of the school from a bilingual perspective for deaf people, space and educational context claimed by the Brazilian deaf community in its many movements of struggle in defense of Libras and the ways of apprehending the world that derive from it. Such considerations mobilized in me the following problematization: how to articulate accessible scenic experiences in the teaching-learning of Theater with deaf students of basic education in Salvador-Ba, mobilized by an anti-racist education perspective? The methodology used consists of a qualitative approach, based on participatory research, based on Brandão and Borges (2007) from which knowledge cannot be accumulated and must be situated in a perspective of social reality, mobilizing theoretical, practical and methodological knowledge in the possibility of transforming this knowledge. As a theoretical framework, the arguments are articulated with the studies proposed by the researchers Conrado (2017) and the artistic knowledge in afroperspective, Mendonça (2009; 2017; 2019; 2020) and the theatrical approach of materialities as a pre-text in the process of creation in the classroom, Boal (1996; 2009; 2012) that mobilizes us to think through the Theater-Image a theatrical doing that is not guided by the spoken word, Ferreira (2018), Lima (2015) and Gomes (2012) and racial issues at school, Strobel (2018), Campelo (2008) and Rebouças (2019) and visual pedagogy in the teaching and learning of deaf people among others , which analyze the social implications presented here, allowing us to think about their intersections. During classes and creative experiences mobilized in the classroom, it has been possible to perceive that deaf students were subjectively forged by negative values about ethnic-racial issues and their identity reference, sometimes denying them, but as they are stimulated. to interact with the materials through exercises and games, the pleasurable dynamic breaks the posture of withdrawal.

BANKING MEMBERS:
Interna - 2567515 - CELIDA SALUME MENDONCA