A Masculinidade na Dramaturgia e na Encenação Realista: Uma Abordagem Pedagógica no Ensino Não Formal de Teatro

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.