Grant number: | 22/04849-0 |
Support Opportunities: | Scholarships in Brazil - Scientific Initiation |
Effective date (Start): | August 01, 2022 |
Effective date (End): | July 31, 2023 |
Field of knowledge: | Humanities - Education - Educational Teaching and Learning |
Principal Investigator: | Claudia Lemos Vóvio |
Grantee: | Sulamita Oliveira de Sousa |
Host Institution: | Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil |
Abstract In the school context, theater allows the potentialization of social codes and provides opportunities for literacy practices and performance in the textual universe and beyond the text. Based on this premise, some studies have been dedicated to addressing these issues together, showing that school theater, related to literacy, acquires different meanings and effects, being sometimes used as a didactic strategy for teaching school content, sometimes as art for art's sake, that is, privileging the autonomy of art, detaching it from instrumental, pedagogical-didactic or moral reasons, focusing on the aesthetic experience. In this sense, this study foresees the identification of literacy practices carried out in school theater classes by children in the literacy process, in Elementary School, seeking to understand how these practices are configured, if there are consequences for the school trajectory of the participating children and what would beand the meanings attributed to these practices by the participants (teachers and students). For this,A qualitative approach of ethnographic inspiration was adopted, which provides for the participant observation of theater classes, supported by a dense record of field notes, videos and photographs and the application of interviews with teachers and students who take part in these classes.To this end, a theoretical framework arising from Literacy Studies, with a sociocultural and historical aspect, is mobilized (STREET, 1995; KLEIMAN, 1995; SOUZA, 2009; MARCUCCI, 2019; RIZZATTI, 2012; MACEDO, 2020; HAMILTON, 2000; BARTON , 2000; EARTH,2013; SOUZA E VÓVIO, 2005) and contributions from the history of theater and its insertion in schooling (BRECHT, 1978; BERTHOLD, 2001; GOMES E AQUINO, 2019; SOUZA, 2008; BARROSO; 2017; DESGRANGES, 2006; SANTOS, 2002 ). It is expected that theThe results may contribute to reflections on the teaching and learning of written language and on literacy in school theater, considering the different meanings attributed by the participants to these practices and their possible effects on their school trajectories. | |
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