Teatro e desenvolvimento humano: abordagens teórico-metodológicas do ensino “tragédia” em livros didáticos de arte

Abstract

The present study, of bibliographic character, inserted in the Line of Research Theories of Education and Pedagogical Processes, of the Post-Graduate Program in Education of the Pontifícia Universidade Católica de Goiás, is based on the contributions of the HistoricalCultural Theory and the Theory of Developmental Teaching for the teaching of theater with a view to human development. Recognizing the educational value of tragic art, the thesis aims to examine the theoretical-methodological approaches of the five textbooks of Art indicated for High School by the National Textbook Program (PNLD) 2018, in order to ascertain the conceptions of tragedy and the ways of structuring tasks for students. The objective is related to the following research questions: what are the conceptions of tragedy and the pedagogical orientations about the objectives, contents and methodology of teaching theater in the textbooks of Art approved by PNLD-2018? In which ways do the form of structuring tasks in the books (objective, content, method) collaborate to form what kind of thinking (generalization) of tragedy? Which contributions can Historical-Cultural Theory and Theory of Developmental Teaching offer to the teaching of theater? To answer these questions, the text was organized into three interrelated chapters. The first verses on the logical-historical study of tragic theater, in search of its network of fundamental concepts. The contributions of authors who discussed the topic since ancient times up to the present have been used, such as Aristotle, Horace, Margot Berthold, Gerd Bornheim, Junito de S. Brandão, Terry Eagleton, Barbara Heliodora, Albin Lesky, Arnold Hauser, Peter Szondi, Raymond Williams, among others. Furthermore, plays representing the tragic genre have been analyzed, such as Sophocles' Oedipus the King; Medea, by Euripides; Romeo and Juliet and Hamlet, by Shakespeare. The second chapter highlights the contributions of Lev S. Vygotsky's Historical-Cultural Theory and Vasily Davydov's Theory of Developmental Teaching, whose theoretical legacies point to ways of thinking about the organization of theater teaching. The third chapter contextualizes the textbooks of Art, identifies the concept of tragedy expressed in each one and the type of conceptual generalization that can be formed from the activities for students on this specific content. In addition, it also suggests study tasks and/or other ways of organizing and mediating the teaching-learning of tragedy based on the aforementioned theories. The corpus of analysis consisted of the following books: Arte em Interação (BOZZANO; FRENDA; GUSMÃO, 2016); Arte de Perto (ROCHA; MUNIZ; VIVAS; AZOUBEL, 2016), Arte por toda parte (FERRARI; LIBÂNEO; SARDO; FERRARI, 2016), Percursos da Arte (MEIRA; SOTER; PRESTO, 2016) and Todas as Artes (POUGY; VILELA, 2016). The results obtained revealed a tendency towards a classic conception of tragedy, as well as, for the most part, tasks that signal possibilities of empirical generalization of that conception, although there are some that point to forms of theoretical generalization. In both cases, only of Greek tragedy. The research revealed that the Historical-Cultural Theory and Theory of Developmental Teaching indicate new directions for the teaching of theater, capable of developing the higher psychic functions of students, especially the creative artistic imagination, aesthetic emotion and aesthetic-theatrical theoretical thinking, through artistic experience, as their main contribution to the teachers of this art.