A carregar...
Publicação
Didáctica del juego dramático para niños de educación inicial (3 a 6 años) en el marco de práctica pedagógica de la Licenciatura en Artes Escénicas de la Universidad Pedagógica Nacional de Colombia
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 6.04 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O jogo dramático na educação do primer ciclo (educação inicial na Colômbia) é muito mais do que o uso de trajes, maquilhagem ou a representação do mundo adulto pelas crianças em espacios "didáticos" ou a transferência de técnicas de formação de atores; pode ser um “meio didático” (Astolfi, 2001) (Brousseau, 2007) de ensino e aprendizagem que promove as dimensões social, emocional, cognitiva e linguística e de acordo com os resultados desta investigação, também as dimensões corporal, cultural e estética. Por esta razão, esta investigação, cujo objetivo era sistematizar, analisar e configurar as componentes didáticas do jogo dramático para crianças (3 a 6 anos de idade), foi aplicada nas práticas profissionais realizadas pelos estudantes dos 8, 9 e 10 semestres da Licenciatura em Artes Cénicas durante os anos 2014 a 2017 na Universidade Pedagógica Nacional da Colômbia; com uma abordagem qualitativa e uma metodología da “fenomenoligia - hermenêutica da experiência vivida” e dos instrumentos de análise narrativa e software N-VIVO, descobriu-se que o jogo dramático da perspectiva do teatro aplicado (Baldwin, 2014) (Motos e Ferrandis, 2015) requer uma reconfiguração do seu conceito, estruturas didáticas, os conteúdos (teatrais, axiológicos, culturais, estéticos e corporais) e a intervenção do professor a fim de conseguir um jogo mais maduro (Vigostky, 1978) (Elkonin, 1980) (Bodrova e Leong, 2015) e que promova realmente o desenvolvimento das crianças.
Dramatic play in early education is much more than costumes, make-up, or representation of the adult world by children in corners of learning or transfer techniques of actor training; it can be didactic means (Astolfi, 2001) (Brousseau, 2007) of teaching and learning that enhances the social, emotional, cognitive, linguistic, and according to results of this research also bodily; cultural and aesthetic dimensions. That’s why the purpose of this research was to systematize, analyze and configure the didactic components of dramatic play for children in initial education (from 3 to 6 years old), which were deployed in the professional practices of education, carried by the students of 8th, 9th and 10th semesters, of the Licentiate in Scenic Arts during the years 2014 to 2017 of the National Pedagogical University of Colombia, with methodology and a qualitative approach the “Phenomenology-hermeneutics of lived experience”, the tools of narrative analysis and N-VIVO software, it was found that dramatic play from the perspective of “applied theater” (Baldwin, 2014) (Motos and Ferrandis, 2015) requires reconfiguring its concept, didactic structures, the contents (theatrical, axiological, cultural, aesthetic and corporal) and the intervention of the teacher in order to achieve a more mature game (Vygotsky, 1978) (Elkonin, 1980) (Bodrova and Leong, 2015) that really promotes the child development.
Dramatic play in early education is much more than costumes, make-up, or representation of the adult world by children in corners of learning or transfer techniques of actor training; it can be didactic means (Astolfi, 2001) (Brousseau, 2007) of teaching and learning that enhances the social, emotional, cognitive, linguistic, and according to results of this research also bodily; cultural and aesthetic dimensions. That’s why the purpose of this research was to systematize, analyze and configure the didactic components of dramatic play for children in initial education (from 3 to 6 years old), which were deployed in the professional practices of education, carried by the students of 8th, 9th and 10th semesters, of the Licentiate in Scenic Arts during the years 2014 to 2017 of the National Pedagogical University of Colombia, with methodology and a qualitative approach the “Phenomenology-hermeneutics of lived experience”, the tools of narrative analysis and N-VIVO software, it was found that dramatic play from the perspective of “applied theater” (Baldwin, 2014) (Motos and Ferrandis, 2015) requires reconfiguring its concept, didactic structures, the contents (theatrical, axiological, cultural, aesthetic and corporal) and the intervention of the teacher in order to achieve a more mature game (Vygotsky, 1978) (Elkonin, 1980) (Bodrova and Leong, 2015) that really promotes the child development.
Descrição
Palavras-chave
jogo dramático didática de teatro teatro aplicado artes no primer ciclo Dramatic play theater didactics applied theater arts in early education