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"Aulas invadidas" : uma estratégia operativa de intervenção pedagógica na área da expressão dramática
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Abstract(s)
Este trabalho consiste na criação e implementação de uma Aula-Invadida. Uma aula invadida é um conceito por mim criado em que uma série de atores/performers invadem a sala (sempre com o conhecimento do professor) e desenvolvem um determinado assunto/conteúdo que está a ser mais difícil de compreender por aquela turma (indicado pelo professor).
A problemática deste estudo centra-se na utilização da Expressão Dramática como veículo de transmissão de conhecimentos, mais concretamente, com a realização de um teatro sobre determinado conceito, em sala de aula.
Após a fundamentação teórica, é explanada a criação e implementação de uma Aula-Invadida sobre um determinado assunto (Graus dos Adjetivos), numa turma do 4.º ano do 1.º ciclo. Através de entrevistas e questionários, avalia-se como esta aula invadida funcionou e se atingiu os seus objetivos.
A análise dos dados permitiu verificar como a expressão dramática funciona enquanto instrumento de ensino. O uso da expressão dramática pelo professor titular pode ajudá-lo no processo ensino-aprendizagem, nomeadamente no ensino de conteúdos em que os alunos têm mais dificuldades.
This dissertation presents the work to obtain the degree of Master, by the Universidade Aberta, in the branch of Art and Education. This work consists of the creation and implementation of an invaded-class. An invaded-class is a concept created by me in which a series of actors / performers invade the class (always with the knowledge of the teacher) and develop a certain subject / content that is more difficult to understand by that class (indicated by the Teacher). The problematic of this study focuses on the use of Dramatic Expression as a vehicle for transmitting knowledge, more concretely, with the realization of a theatre about a certain concept, in the classroom After the theoretical foundation, it is presented the creation and implementation of a Invaded-Class on a certain subject (Grades of Adjectives) in a claa of the 4th year of the 1st cycle. Through interviews and questionnaires, it is evaluated how this invaded-class worked and if it reached its objectives. The analyse of the data allowed me to verify how dramatic expression works as a teaching tool. The use of dramatic expression by the titular teacher can help him in the teaching-learning process, namely in teaching content in which students have more difficulties.
This dissertation presents the work to obtain the degree of Master, by the Universidade Aberta, in the branch of Art and Education. This work consists of the creation and implementation of an invaded-class. An invaded-class is a concept created by me in which a series of actors / performers invade the class (always with the knowledge of the teacher) and develop a certain subject / content that is more difficult to understand by that class (indicated by the Teacher). The problematic of this study focuses on the use of Dramatic Expression as a vehicle for transmitting knowledge, more concretely, with the realization of a theatre about a certain concept, in the classroom After the theoretical foundation, it is presented the creation and implementation of a Invaded-Class on a certain subject (Grades of Adjectives) in a claa of the 4th year of the 1st cycle. Through interviews and questionnaires, it is evaluated how this invaded-class worked and if it reached its objectives. The analyse of the data allowed me to verify how dramatic expression works as a teaching tool. The use of dramatic expression by the titular teacher can help him in the teaching-learning process, namely in teaching content in which students have more difficulties.
Description
Keywords
Aula invadida Expressão dramática Educação artística Ensino-aprendizagem Trabalho colaborativo Projetos de ensino Dramatic Expression Invaded-class Collaborative work Teaching-learning methodology
Citation
Vargas, Catarina - "Aulas invadidas" [Em linha]: uma estratégia operativa de intervenção pedagógica na área da expressão dramática. [S.l.]: [s.n.], 2018. 126 p.