Ensaios sobre a Sombra: inquietações e confluências sobre [trans]formação de professores na constituição da Memória-profissão e da aprendizagem docente em Teatro.

Abstract

Through a series of essays and notes, I present a comprehensive approach and multifaceted reflections on the learning process of the theater teacher. Throughout the writing, I reveal the investigation: how does awareness of [trans]formation and self- [trans]formation develop in drama teachers, and how does this phenomenon establish relationships with artistic-pedagogical approaches during professional practice? In this sense, this research sought reflections anchored in the investigation of my own practice, as a teacher/researcher/artist, and in the investigation of the experiences of graduates in Theatre from the Federal University of Bahia and of female Theatre teachers from public schools in Salvador, participants in the Institutional Program for Teaching Initiation Scholarships-PIBID in Theatre. These stories, practices and experiences were the objects of investigation, sharing and analysis. The means chosen to generate data were narrative interviews with a supervising teacher and a former PIBID-Theatre student, questionnaires with fifteen graduates of the UFBA Theatre degree program, and the analysis of documents such as reports and plans on the UFBA PIBID Theatre blog. The research focuses on the following main axes: Public Policy, Memory, Life Narratives and Autopoiesis. These axes are examined through an interdisciplinary lens, which benefits from the contribution of various areas of knowledge, such as Politics, Social Psychology, Social Memory, Theater Education and Biology. The notes and essays, constructed from a non-Cartesian epistemo- methodological perspective, are independent and do not follow a canonical academic structure, thus allowing for a non-linear exploration. However, together they converge harmoniously, enriching the understanding of teacher learning as an intrinsic characteristic that manifests itself in professional practice. The research offers an enriching perspective on the role of the drama teacher and their own practice, the latter as a foundation for the continuous evolution and improvement of their professionalism, encouraging reflective teaching and the rediscovery of self.