https://repositorio.ufba.br/handle/ri/18226 2026-05-04T22:17:25Z https://repositorio.ufba.br/handle/ri/44295 Título: Corpos que se levantam: a mímica corporal dramática como recurso de mediação no ensino de teatro Autor(es): Carvalho Gomes, Khalil Emmanuel Primeiro Orientador: Mascarenhas de Oliveira, George Abstract: This study investigates Étienne Decroux's Dramatic Corporeal Mime (MCD) as a mediation resource in theater teaching, based on a workshop developed with the Novos Arteiros Theater Group in Salvador. Combining theory and practical experience, the pedagogical process is analyzed from the perspective of the teacher-mediator, highlighting the teaching-learning strategies proposed by the participants, the interculturality mediated between the foreign technique and the sociocultural context of the group, and the advances in bodily expressiveness and scenic creation that resulted in the elaboration of the scene “Corpos que se Levantam” (Bodies that Rise). In this way, it discusses the mediation of knowledge as an active methodology, as well as the importance of practice in theater teaching. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Trabalho de Conclusão de Curso 2025-12-10T00:00:00Z https://repositorio.ufba.br/handle/ri/44215 Título: A Masculinidade na Dramaturgia e na Encenação Realista: Uma Abordagem Pedagógica no Ensino Não Formal de Teatro Autor(es): Moura, Alex Sandro Ferreira Primeiro Orientador: Leite, Rodrigo Morais Abstract: This research investigates the extent to which theatrical pedagogical practices, grounded in dramaturgical analysis and realistic staging, contribute to addressing masculinity among students in a non-formal education course. It is based on the assumption that the immersion of students in these artistic-pedagogical processes can collaborate to the constitution of masculinity models that question hegemonic patterns. The academic inquiry was conducted through a workshop with a group of students from the Centro Cultural Ensaio, a private institution offering a theater course, located in Salvador, Bahia. The pedagogical methodology encompassed theatrical games and dynamics; activities based on the Theater of the Oppressed in the modalities of Forum Theater and Image Theater; the study of dramatic texts and scenic experiments, culminating in the presentation of a didactic showcase of realistic aesthetics. The following authors are cited as theoretical references for this research: Isabelle Elisandra Kuch (2023); Elton Bruno Soares de Siqueira (2007); Robert W. Connell and James W. Messerschmidt (2013); Yasmin Nogueira Pereira (2021); Danival Pereira Dias (2022); Alex Valério, Danrley Pereira de Castro and Tiago Florêncio (2022); Viola Spolin (2010); Augusto Boal (1998, 2009); Rosane Bezerra do Nascimento and Jonatha Vasconcelos Santos (2021); Marcos Aurélio Bulhões Martins (2006); Letícia Mendes de Oliveira (2018); Andrea da Silva Rabelo and Yuri de Andrade Magalhães (2019); Constantin Stanislavski (2024); Stella Adler (2002); Aline Paixão Carvalho (2019); Poliana Inácio dos Reis (2023); Raymundo Castillo Moscarella (2015); Sofia Fransolin Pires de Almeida (2017); Tatiana Engel Gerhardt and Denise Tolfo Silveira (2009). The plays selected for the investigative study were: Navalha na carne (Marcos, 2003), Um bonde chamado desejo (Williams, 2011), Senhorita Júlia (Strindberg, 1968), O beijo no asfalto (Rodrigues, 2004) and Rasto atrás (Andrade, 1970). The research method adopted was a case study, with a qualitative approach, centered primarily on the researcher's systematic observation and the participants' testimonies. The results indicate the potential of the study and dramaturgical staging in advancing students' reflections on models of masculinity, while also highlighting limitations regarding the time frame of the experience and the need for further discussion. Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA Tipo: Trabalho de Conclusão de Curso 2026-01-16T00:00:00Z https://repositorio.ufba.br/handle/ri/43978 Título: A FORMAÇÃO DO EDUCADOR-ARTISTA: UMA ANÁLISE CURRICULAR E AUTOETNOGRÁFICA DA MINHA TRAJETÓRIA NA LICENCIATURA EM TEATRO DA UFBA Autor(es): Argolo, Adenilson de Andrade Primeiro Orientador: Mendonça, Célida Salume Abstract: How did the development of the educator-artist role manifest throughout my academic journey as a student pursuing a Theater Degree at UFBA? This question forms the basis of the reflective exploration guiding this research, serving as the focal point of the investigation undertaken through qualitative research methodologies, specifically employing documentary analysis and autoethnography. The primary aim of this study is to delve into the evolution of the artist-educator within UFBA's Theater Degree program by drawing upon my academic trajectory. To achieve this objective, an examination of the concept of the educator-artist was imperative, alongside an analysis of the Pedagogical Project implemented within the Theater Degree Course in 2015. This work engages in theoretical discussions with scholars who have contributed to the discourse on educator-artists, curriculum design, pedagogical training, and the practical aspects of teaching. Moreover, it involves a comprehensive examination of my personal trajectory as a student-artist. Structurally, this research is divided into two chapters. Each section seeks to stimulate critical thought and reconsideration concerning the formation of theater artist-educators. It advocates for the recognition of this professional category as a synthesis wherein art and education converge, emphasizing the absence of dichotomies or hierarchies between these domains within scenic-educational processes. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Trabalho de Conclusão de Curso 2023-12-15T00:00:00Z https://repositorio.ufba.br/handle/ri/43956 Título: TRAVESSIAS CABARÉTICAS - TUDO O QUE NÃO CABE TRANSBORDA: METODOLOGIAS COM A LINGUAGEM DO CABARÉ PARA O ENSINO DE TEATRO Autor(es): Guimarães, Núbya Primeiro Orientador: Leite, Rodrigo Morais Abstract: La presente investigación presenta el lenguaje del cabaré como un dispositivo artístico, metodológico y pedagógico para la enseñanza del teatro, el cual estimula el pensamiento crítico y la participación activa de los estudiantes, además de romper con modelos tradicionales y jerárquicos de enseñanza. La investigación se inició en componentes curriculares de la Licenciatura en Teatro de la UFBA y se profundizó en la Asignatura de Práctica Supervisada III, durante la cual se planificaron y desarrollaron talleres basados en elementos estructurales del cabaré, tales como: construcción de la persona, cuerpo estúpido, cuerpo cómico, melodrama e improvisación con caldo de textos. Estas investigaciones teóricas y prácticas fueron realizadas en dos instituciones: la Escuela Municipal Hildete Lomanto, para la Educación Básica II, y el Instituto Central de Educación Isaías Alves – ICEIA, en el Curso Técnico Profesionalizante en Teatro. Las prácticas revelaron buena recepción por parte de los participantes, aunque fueron necesarios ajustes metodológicos debido a limitaciones institucionales. Como resultado, se produjo una muestra escénica elaborada de forma colectiva, además de destacarse el desarrollo de los grupos mediante la metodología y las estrategias encontradas para superar los desafíos enfrentados. Se concluye que el cabaré puede constituir un recurso pedagógico eficaz tanto en la enseñanza formal como en la no formal, ofreciendo una alternativa metodológica viable para la enseñanza del teatro.; This research presents cabaret language as an artistic, methodological, and pedagogical device for theatre education, encouraging critical thinking and active student participation, while also breaking away from traditional and hierarchical teaching models. The research began within curriculum components of the Theatre Teaching Degree program at UFBA and was further developed during Supervised Internship III, when workshops were planned and carried out based on structural elements of cabaret, such as persona construction, the stupid body, the comic body, melodrama, and improvisation using a pool of texts. These theoretical and practical investigations were conducted in two institutions: Escola Municipal Hildete Lomanto, with lower secondary education students (Ensino Fundamental II), and Instituto Central de Educação Isaías Alves (ICEIA), in the Professional Technical Theatre Program. The practices were well received by the participants, although methodological adjustments were necessary due to institutional limitations. As a result, a collectively created theatrical showcase was produced, in addition to highlighting the development of the groups through the methodology and the strategies found to overcome the challenges encountered. It is concluded that cabaret can constitute an effective pedagogical resource in both formal and non-formal education, offering a viable methodological alternative for theatre teaching. Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA Tipo: Trabalho de Conclusão de Curso 2025-12-18T00:00:00Z