A percepção dos professores sobre a relação entre o teatro e o corpo em escolas públicas de Santarém-PA.

Abstract

This article aimed to understand teachers' perceptions of the relationship between theater and students' bodies in public schools in Santarém-PA, in light of the corporeality approach. It was important to verify the place of the body based on the reports of teachers who work with theater, signaling the need to abandon reductionist, Cartesian educational assumptions that do not match the reality of an education that respects the human being in its entirety. Six (six) teachers from the public school system participated in the field research and answered the questions that generated data production. The Technique of Elaboration and Analysis of Units of Meaning proposed by Moreira, Simões and Porto (2005) was applied to interpret the answers. It was concluded that teachers contribute to the critical sense of students through theater when used as a teaching methodology; it was noted that the sensitive look at the body of the other, which for a long time was seen only as a receiver of knowledge, without autonomy. However, challenges such as reduced workload and dependence on commemorative dates make it difficult to implement broader theatrical practices. It is essential to provide opportunities for the promotion of performing arts in the school environment, encouraging students' curiosity, helping them to go beyond simple imitation and developing creativity. Human bodies communicate, create and store memories, as they are loaded with culture and history. Therefore, it is important to promote spaces in which these capacities can be expanded.