Os jogos teatrais como potencialidade para a alfabetização na perspectiva discursiva : dos ensaios ao processo de cri(ação) de professoras e crianças protagonistas

Abstract

This Master's in Education dissertation presents the potential of theater games for the literacy process, in the early years of elementary school, through an attempt to answer the following problem: theater games open space for the development of teaching and learning in reading and writing as a discursive process (interaction with the language through the teaching relationship, production of meanings and dialogue) between teachers and children in the literacy cycle in public schools? As a general objective, it was chosen to verify the possibility of contribution with the theoretical-practical strengthening of literacy teachers who work with issues related to the initial teaching-learning of reading and writing as a discursive process in the literacy cycle, in public schools, using theatrical games. In addition to this, verifying whether these activities related to theatrical language with teachers and students from the Early Years of Elementary School contribute to the discursive process of literacy. The study on the development of theatrical games with teachers and students from the Early Years of Elementary School and on the discursive perspective of literacy was deepened. Through workshops on theatrical games, the contribution to the pedagogical practice of professionals working in literacy work was verified, through collaborative workshops and the development of a sequence of theatrical games with children from the literacy cycle. Vygotsky, Spolin, Bakhtin, Smolka, Mortatti, Koudela, are among the most recurrent theorists in the research process, with the contribution of other thinkers. This research is linked to the line “School Cultures and Languages” of the Postgraduate Program in Education at the Federal University of Mato Grosso and to the Triennial Research Project (AGO.2018/AGO.2021): The discursive process in the initial teaching of reading and writing for children from municipal schools in the city and countryside, in Mato Grosso, from the Study and Research Group on Oral Language, Reading and Writing in Childhood (GEPLOLEI). The locus of the research was at the Nossa Senhora Aparecida Municipal Elementary School, in Primavera do Leste-MT, especially from the training and role of two teachers with their 1st and 2nd year classes, in the first semester of 2021 , still in the context of the Covid pandemic 19. The data were produced from a review of the existing literature, a training workshop with the collaborating teachers and the development of theatrical games with the children. From the results after conducting remote and face-to-face meetings with the children, it was found that the insertion, adaptation and creation of theatrical games in the teaching-learning process in literacy promotes the opening of new spaces and ways of teaching. learn, given the character of interaction, dialog and production of meanings that exist in this proposal. It was also found the intrinsic relationship between theatrical making, through theatrical games, with the assumptions of literacy as a discursive process, which dialogue and enable powerful means of teaching-learning.