A performance e o teatro do oprimido em sala de aula: discussões e criações artísticas sobre violência de gênero em uma escola cívico-militar de Manaus

Abstract

This research uses Performance and Theate of the Oppressed to address issues of combating gender violence in the classroom, to engage in creative-reflexive processes with students from a civic-military school in Manaus. This paper presents reports of the meetings held with artist students, as well as the planning of these meetings and records of performative actions constructed in the school environment. Regarding the methodology, it is an autoethnographic research that seeks to relate my experiences as a woman-artist-performer to the experiences of the artist students participating in the research. In terms of the theoretical framework, Augusto Boal (2009) is highlighted with Theate of the Oppressed, Guacira Lopes Louro (2014) and gender studies, bell hooks (2022) and her search for a liberating education, Michel Foucault (2009) and the relationship between schools and prisons, Debora Frota Chagas (2016), an art educator who is inserted in a civic-military school and helps to reflect on how to be a presence in oppressive spaces, Eleonora Fabião (2008), a performer artist who helps to bring performance to the classroom and discuss it, Naira Ciotti (2013) with reflections on the hybrid teacher-performer, Gilberto Icle (2017) who presents us with his performative practices in the classroom, and Cecília Salles (2011) who supports me in reflecting on the creative processes carried out with the students. Through the performative actions that we practice together, I realize the power that Performance has when brought to the educational context and the infinite possibilities of creation together with the Theate of the Oppressed.