Teatro universitário: potencialidades e desafios na educação estética de pedagogos

Abstract

This paper discusses aesthetic experiences through theater in a public state university located in Northeastern Brazil. Analyzes the potential and challenges of the artistic work of a Performing Arts Center linked to pedagogy course that develops aesthetic and pedagogical activities (courses and theater workshops, productions and performing presentations, studies and research in the arts). The artistic and educational activities resulted in the creation of this Group of the TU university theatre, and Group “Palavra Encantada” storytellers. Such groups have produced and exhibited some scenic work in different cultural spaces. In the actions mentioned above, it encourages theperception, creativity and autonomy of the processes of learning and artistic development. In this direction, we believe that the professional profile of a teacher requires the consolidation of a broad cultural-artistic repertoire at the same time, the guide for the conduct of educational activities through art and aesthetic transformations also manages primarily in professional himself, making more open to experience, more sensitive and creative. This paper focuses, therefore, performing experiments developed by Performing Arts Center (since 2006), focusing more on theatrical activities and weaving critical analysis of the process of aesthetic education of future teachers from these experiences. For that, we turn to authors like Read (2001) argues that education in art, Tardif (2007) which deals with teaching knowledge, Bondia (2002) when speaking of experience, DuarteJunior (2010) on aesthetic education, as well as authors dealing with collaborative theater as Gonçalves (2012), Martins (2010) and Nicolete (2010).