Jogos teatrais no ensino de língua(gens): uma proposta metodológica para os anos finais do ensino fundamental

Abstract

Faced with the need to think about language teaching, in which teaching action provides expressive possibilities for its use in the development of linguistic skills as social practices that are perfected in Basic Education, such as reading, producing and analyzing texts; This research focuses on theatrical games in the Portuguese Language classroom. In view of this, it seeks answers to the following problem question: What are the benefits promoted by the inclusion of theatrical games in the teaching-learning of language in the final years of Elementary School? To answer this question, the general objective was to develop a language teaching methodology that highlighted theatrical games based on working with popular culture texts as a representation of the local imaginary, enabling the improvement of both the reading of dramatic texts and of the student's sociocultural and historical literacy. As for the methodology, this qualitative study of an ethnographic nature (in education) initially started from an exploratory approach (bibliographic and documentary), then applied to teaching. In addition to the contributions of the National Common Curricular Base (Brazil, 2018), to reflect on language teaching, the theoretical contribution was anchored in cultural studies and popular culture (Zumthor, 1993; 2010; Bakhtin, 2010; Bauman, 2012; Rodrigues, 2009; 2011; 2016; 2017a, 2017b), to think about voice, body and performance through the dramaturgical text of Lourdes Ramalho. To debater on language teaching practices in the Portuguese language class, it was supported by Ferrarezi Jr. (2008), Candau (2014) and Geraldi (2015), who consider the need to include linguistic diversity and the formative cultural aspects of the student's identity. It was also based on Martins (2011), Spolin (2008), Boal (2015) and Santos (2000), with regard to the conception of theater and its relationship with scenic performance permeated by multiple languages, such as theatrical games. The research included collaborating students in the 8th year of Elementary School at the José Pinheiro State School of Elementary and Secondary Education, Campina Grande-PB. After a theoretical and documentary survey, a teaching technology was developed and applied through a project and didactic module that were tested in the research field class, in order to reflect on the multiple possibilities of approaching language teaching. mediated by the dramatic text A feira (1976) by Paraíba writer Lourdes Ramalho in Portuguese language class. The research is justified by assuming a didactic-pedagogical value 13

13 13 of insertion of the dramatic genre in language teaching(gens), which provided significant teaching-learning, going beyond the exposure of linguistic contents that were explored in the classroom, but also considering the artistic-cultural studies that were carried out in the study. By obtaining the data and analyzes carried out, the research demonstrated that it was possible to promote to public school students an expansion of the notion of language(gens) and the recognition of the various artistic and cultural manifestations that exist in their region, making them understand that It is through literacy events and practices that he can (re)know the universe of words and their meanings in everyday life in cities.