Tecendo caminhos: práticas didático-pedagógicas em teatro negrorreferenciado para estimular o projeto de vida de jovens negros da periferia.

Abstract

This course conclusion work is located in the context of research in Arts, presenting a qualitative approach and configuring itself as an experience report of two forays into teaching. The first took place at Colégio Estadual Rotary, alongside high school classes, while the second was an academic experience conducted through the discipline of Internship Practice in Theater Pedagogy III (2023) Salvador, involving the delivery of the Theater Workshop: In Search of me. The methodology adopted is not limited to the report of the in-service teacher; encompasses a detailed description of didactic-pedagogical and artistic procedures and practices designed during the activities, as well as reports from participants and excerpts from reports on these actions. The central objective is to analyze the educational practices, based on black-referenced theater, implemented in these experiences, aiming to encourage participants to build their life projects. This report seeks to highlight and analyze the contents, procedures and tools directly used in pedagogical practices, based on the teaching-learning of black theater, as an approach to building the life project of the young participants. The concept of Life Project, as defined in the National Common Curricular Base (BNCC, 2018), represents the sixth general competence and aims to enable students to value and appropriate knowledge and experiences that enable them to carry out transformative actions in society. The perspective adopted by this research is that black-referenced theatrical practices have the potential not only to stimulate the dream, but to do so with purpose, sowing and encouraging achievements that transcend individualism, embracing the collective. This proves to be crucial, especially when awakening young black people to project possible futures, even when they live in peripheries often neglected by public policies, where full citizenship is often an unmet aspiration. The relevance of these practices goes beyond artistic creation, aiming to promote self-knowledge, affirmation of identity and reflection on the history and reality of the participants.