Palco das emoções: uma ação educacional em práticas teatrais para o ensino das Artes no Amazonas

Abstract

This dissertation, entitled "Stage of Emotions: an educational action in theatrical practices for arts education in Amazonas," is linked to Line 01 – Teaching, Learning and Creation Processes in Arts of the Professional Master's Program in Arts (PROFARTES). According to its Political Pedagogical Project, this research line focuses on investigating pedagogical practices that articulate artistic creation processes with teaching-learning contexts, seeking methodological innovations that engage with the school reality. The study presents a qualitative and interventional action research, developed in a municipal school in Manaus. The investigation is structured in fundamental phases that comprise the body of the dissertation: initially, a diagnosis of the school reality is carried out, highlighting Amazonian challenges such as the precariousness of physical infrastructure and the scarcity of cultural spaces in urban peripheries. Next, the theoretical framework is established, with key authors being Ana Mae Barbosa, with the Triangular Proposal (Production, Appreciation, and Contextualization), and Martin Seligman, with Positive Psychology and the PERMA model (Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment). The work of Viola Spolin is also evident in providing the practical basis for theatrical games. The pedagogical intervention phase constitutes the core of the work, where theatrical practices are used as tools for socio-emotional development and the strengthening of local culture. The methodology allows art education to transcend technique, becoming a space for listening and human flourishing. The work culminates in the creation of an educational product that systematizes the workshops, offering teachers in the region strategies to mediate artistic knowledge in vulnerable contexts. The results indicate that, despite the Amazonian challenges imposed by geographic isolation and lack of resources, theatrical practice is capable of promoting deep student engagement, giving new meaning to their relationship with school and with their own culture. The dissertation thus reaffirms the role of art education in building a critical and emotionally balanced citizenship, fully aligned with the teacher training objectives of PROFARTES. Keywords: Theatre in Education; Educational Product; Art Education; Amazonian Challenges; Positive Psychology.