YOUTH AND EDUCATION: THE THEATRE OF THE OPPRESSED AS A PEDAGOGICAL TOOL IN SOCIOLOGY CLASSES

Abstract

The researcher, when trying to understand the gears of the school space, especially about the processes relevant to the classroom, has as a starting point three fundamental questions: “What is happening here?”, “What do these actions represent for the entities involved? ?” and “How do these actions developed in the classroom relate to the environment in which the school is inserted?” (BORTONI-RICARDO, 2008). We realized that the objectives of this article fit the questions raised, when seeking to investigate the proposal of the Theater of the Oppressed as a possible pedagogical tool in Sociology classes. Therefore, it was proposed that these questions be investigated based on a literature review, based on qualitative bibliographic research with an exploratory dimension. Theater, in broader terms, offers the opportunity for a paradigm shift by allowing young people to discover themselves and their abilities through creativity and freedom of expression, understanding that the life of a young person does not have to be a invariable and colorless routine (MARQUES, 2012). Theater of the Oppressed allows a young person to abstract from their everyday life by stepping into a character. For Pinto (2009) the text is corporeal from the moment an actor expresses himself through his body, that is, through his performances, and the audience, in this context, is able to clearly capture the message in a complete, authentic way. and collective, thus creating a dialectical representation.