Ressignificar o corpo oprimido-reprimido pela experiência em arte

Abstract

The present work aims to observe, analyze, reflect and discuss with the student about their marked, oppressed, conflicted and resignified bodies in the public school space with a focus on teaching Art and its different languages - Theater, Dance, Music and Visual Arts, from the electronic game “The Sims”, in the theater scene. Appropriating this transformative tool, which is the teaching of Art in public schools, the aim is to progressively guide the student in a human way, in the construction of ethical, aesthetic and citizen values and concepts, enabling him to become an autonomous subject and builder of his own social and corporal history. We thought about how to make it possible, through the teaching of Art, to experience human and creative relationships with all those who attend school, contributing to this student being emotional, having pleasure and happiness in learning, and that this learning has meaning and that it be apprehended through visceral, singular, integral experiences and with support for pedagogical, methodological, creative, playful and significant mechanisms, giving a new meaning to a body full of oppressive marks and conflicts arising from family life and an oppressive society. For this, we seek theoretical support in Freire (2004), Bertherat (2010), Bernstein (2010), Guénon (2003), Barbosa (2002), Reverbel (2007) and Boal (2019). The research has a qualitative nature, with the final products of this scientific article and a pedagogical proposal for a theater show entitled “Marked, Oppressed, Conflicted and Resignified Bodies” at school and in life. It should be noted, therefore, the possibility of a collective where it is possible to present this student with other ways of thinking, living, existing in his context and around the school.