Teatro na escola : a percepção dos alunos do ensino médio sobre uma experiência na Escola Agrotécnica Federal de Colorado do Oeste - RO

Abstract

This work is a result of a research developed with third-year young high students of the A, B and C classes in the Federal Agrotechnical School of Colorado do Oeste, in the State of Rondônia, in 2007. This study aimed at verifying how the theatre contributes and/or how this contribution happened in the process of construction and enlargement of the language of the first-year young high-school students of the Federal Agrotechnical School of Colorado do Oeste – RO, during 2005-2006, and that today are in the third year. So, the research was carried out with these subjects who talk about an experience they had through theatrical activities. The study uses the qualitative perspective, based on a case study. This was used as an instrument of personal expression such as creative, associative and spontaneous dramatization, making it possible to construct, change circumstances and integrate with colleagues in the performance. For this, questionnaires, interviews and also focal group techniques to complete the data collection were used. In the expectation of answering the investigation problem, the researcher followed the following question: Does theatre in the school environment cooperate with the construction process of language of young high school students at EAF-CO? The research was carried out with 43 young high school students of the third year, classes A, B and C of the Federal Agrotechnical School of Colorado do Oeste - RO. It was verified that the presence of theatre in the teaching-learning process brings to light absent “spaces” of the classroom, and that dramatization is a tool which offers the interaction of the student with the environment, bringing a better relationship, enlarging the acquisition of language/learning with a bigger development of creativity and imagination. It was verified that through theatre activities there is a considerable advance for the young students as they acquire wider world knowledge. “Open the doors” for the opportunities that theatre offers to teaching can allow the student “to wake up” to dialogues, reflection and solidarity.