MANIFESTAÇÕES TEATRAIS NAS ESCOLAS MUNICIPAIS DE CEZARINA

Abstract

This study falls within the research line of Education, Culture, Theories, and Pedagogical Processes, focusing on theatrical manifestations in Cezarina, Goiás, and their presence in municipal schools. The research aims to elucidate the understandings of school administrators, pedagogical coordinators, and teachers in the municipality of Cezarina about the presence of theater in the municipal schools of Cezarina, specifically in the 5th-grade classes. This endeavor involves specifically whether local theatrical culture is experienced in the educational context. Furthermore, check its presence in the curriculum of municipal schools. The study also aims to specify how the community of Cezarina, including the school environment, perceives these cultural manifestations. To achieve these objectives, a qualitative methodological approach was chosen, encompassing field research and semi-structured interviews with members of two distinct segments: the general community and the school community. The methodology also included a narrative review of relevant literature, placing the field research findings in a broader academic context. Discourse analysis, grounded in the works of Orlandi (2007, 2008, 2015), was employed as a theoretical-methodological resource to examine the interviews. For a comprehensive understanding of Cezarina's historical development, historiographical works by Franco (2010), exploring the local context, were consulted, complemented by socioeconomic data from IBGE and a study of Cezarina's school curriculum. Theorists Bourdieu (1989, 2007), Pessoa (1993, 2005), and Althusser (1989) contributed, respectively, to the cultural analysis, contextualization of theatrical manifestations, and understanding of the mechanisms of ideological reproduction and resistance. Charlot (2014) assisted in reflecting on the perspective of theater in the Cezarina school context. From these theoretical references, it was observed that although churches and the Cultural and Literary Association of Cezarina (ACLA) value their theatrical expressions, these practices often do not find the same space in the school environment, limited by the pressures of the neoliberalist model of teaching management (FREITAS, LIBÂNEO, 2016) that transform educational institutions into training centers for standardized exams, relegating education to the status of a commodity.