As tecnologias no ensino de teatro em contexto pandêmico: práticas metodológicas no IFRN

Abstract

Faced with the global context established by the Covid-19 pandemic, education had to adapt to other school spaces and other ways of presence and interaction were established, of teaching that was no longer physical, but virtual. The location of schools and universities was converted to the private environment of each citizen in their homes. Thus, the interaction between teachers and students took place through screens defined by digital technological devices such as computers, cell phones and tablets. The formal teaching space has been transformed into virtual learning environments in a new teaching perspective, and teaching methods have been established to make the so-called Emergency Remote Teaching (ERE) viable, determined by the federal government as a strategy for maintaining teaching activities. This research aimed to find out about the methodological tools and practices that were being developed at the Federal Institute of Education, Science and Technology - IFRN by teachers in the teaching of ArtTheatre and how they were being experienced by students. To this end, interviews were carried out with educators at the Institute, who shared their experiences in the context of remote teaching and to these was added a personal experience of mediation with the Technical High School of Informatics, thus enabling a perception of the teaching of Theater in the pandemic context and the application of a questionnaire with the students with whom I worked. The research adopted an ethnographic methodological approach, based on the author Marli Eliza André (1995) and brought perspectives and concepts about technologies ajtjpresence from the conceptions of authors of the arts of the scene Jorge Dubatti (2016), Yara Rondon ( 2005) and education such as Araújo Vilaça (2016). It also presented a historical perspective on the presence of technology in theater, with authors such as Margot Berthold and Cibele Forjaz Simões (2018). Based on the information related to teaching practices, technological devices used and class mediations carried out, data was established on concrete possibilities for teaching theater practices, artistic processes, theatrical games, dramaturgy construction with the direct intervention of digital technologies, which met the purposes and needs of the period studied, and may, however, contribute to the methodological options of other teachers in their choices for teaching theater.