Theatrical literacy practices: methodological diversification strategies

Abstract

Faced with the great need to add meaning and value to the educational practices of mother tongue teaching and literacy in Brazilian schools, studies are constantly emerging that culminate in viable strategies for the daily life of the teacher, among them is the Theater Literacy. This article aims to reflect on the pedagogical potential of using theater in the classroom, in order to benefit all teachers who wish to integrate theater as a tool for literacy practices in Portuguese language classes. The entire text is based on the Common National Curriculum Base and based on theoretical reflections by authors from the most diverse areas of education, such as Magda Soares (2003), Ricardo Japiassu (2001) and Viola Spolin (2010). Thus, the work presented below intends to remove children's theater from the sphere of mere aesthetic demonstrations in order to give new meaning to teaching practice, giving it diversified strategies for approaching the text, especially the theatrical text.