Jogos teatrais como metodologia na formação de leitores de literatura para estudantes do 8° ano do ensino fundamental de uma escola de Maués- AM.

Abstract

The present work is a partial comparative investigation of a theoretical-practical nature, which is interconnected between reading and theater practices. The intent is presented as an optional specific methodology, since it is suggested by the PCNs, so this teaching modality sought to carry out experiments in the educational context, in which theatrical workshops were held, as well as an open and closed questionnaire for data collection in a particular 8th grade elementary school class. On the other hand, there was the traditional application of the same questionnaire in another class of the 8th Year of Elementary School. These two methodologies were compared and analyzed, seeking to extract answers that show the reality when working with artistic language, in this case, theater. In this way, there is a qualitative approach that explored the reality, the acquisition of knowledge and the potentiality of the research objects about the suggested theatrical proposal. This study is based on the following theoretical assumptions: Demasi and Souza (2011), Spolin (2010), Bajard (1994), Dalvi, Rezende and Jover-Faleiros (2013), Fonseca (2010), Grossi (2008), Carvalho ( 1989), Freire (2002). As for the result of this research, it was shown that theatrical practices are viable and encouraging in the teaching context, as contact between reader-student, student-work, student-performance was carried out, resulting in rewarding workshops for both students and students. , as well as for the researcher and the teacher.