Linguagem de teatro no ensino fundamental I: embates e perspectivas

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dc.contributor.advisorMartins, Mirian Celeste Ferreira Diaspt_BR
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/7167254305943668por
dc.contributor.authorAmaral, Priscillapt_BR
dc.creator.Latteshttp://lattes.cnpq.br/1726710940584543por
dc.date.accessioned2016-03-15T19:42:17Z
dc.date.accessioned2020-05-28T18:10:46Z
dc.date.available2012-05-10pt_BR
dc.date.available2020-05-28T18:10:46Z
dc.date.issued2012-02-28pt_BR
dc.description.abstractThis research arises from the need to investigate how teachers do not have experts in their practice teaching Arts in Theatre and has designed and proposed as an approximation of their students to this event. The research methodology is to questionnaires conducted with groups of elementary school teachers of municipal schools, followed by individual interviews. The analyzes of the material collected beyond the study of theories of teaching theater at the school can provide insight to think about initial and continuing training of professionals working in this segment. It is considered that art translates as human construct that expresses the vision of the world and marks the union of technical ability, the ability to experience, the practical function and aesthetic function, for the construction of meanings expressed in life. Present in the life, art must also be in the school and its teaching is an important part of the basic education curriculum as part diffuser and representative of the culture that seeks to promote the development of cultural and aesthetic knowledge embedded in the practices of production and artistic appreciation in any level of schooling. In this context, through the analysis of educational processes of classroom teachers and educators, we examine how lessons at arts, specifically theater, without authorization to do so, as they have seen / Art brought to fruition, that way they have developed / designed in educational approaching students of theatrical language, raising possible conflicts and prospects.eng
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorpt_BR
dc.formatapplication/pdfpor
dc.identifier.citationAMARAL, Priscilla. Linguagem de teatro no ensino fundamental I: embates e perspectivas. 2012. 110 f. Dissertação (Mestrado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2012.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24741
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.subjectteatropor
dc.subjecteducaçãopor
dc.subjectformação de professorespor
dc.subjectpedagogiapor
dc.subjectpesquisapor
dc.subjecttheatereng
dc.subjecteducationeng
dc.subjectteacher trainingeng
dc.subjectpedagogyeng
dc.subjectresearcheng
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/4093/Priscilla%20Aparecida%20Amaral.pdf.jpg*
dc.titleLinguagem de teatro no ensino fundamental I: embates e perspectivaspor
dc.typeDissertaçãopor
local.contributor.board1Tancredi, Regina Maria Simões Puccinellipt_BR
local.contributor.board1Latteshttp://lattes.cnpq.br/7581179241493847por
local.contributor.board2Mate, Alexandre Luizpt_BR
local.contributor.board2Latteshttp://lattes.cnpq.br/6366706439459055por
local.publisher.countryBRpor
local.publisher.departmentEducação, Arte e Históriapor
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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