Theater extensionist action in elementary school: reverberations in initial teacher education

Abstract

The text deals with the five-year trajectory of the Project of Extension of Theater Experiences in Schools, linked to the Degree in Theater-Licentiateship, of the Federal University of Pelotas, which develops workshops with children and adolescents in the last years of elementary school, in a public school in a city in the south of Rio Grande do Sul. It presents the social and cultural context of the city and how the university and school partnership came about. The reflections deal with the dynamics of the project, the theatre classes and the methodological choices and strategies, the process of collective creation and aesthetic appreciation, the progress perceived and the challenges that the Covid-19 pandemic brought to the continuation of the actions developed. As theoretical contributions of the work carried out and that support this work we highlight: Boal (2004), Ferreira (2006), Kischimoto (1993), Spolin (2004; 2005).  Finally, we highlight the dialogic interaction between the academic community and society, promoting art and culture in the school space and in the municipality of Pedro Osório. As well as, the importance of extension projects in the initial education of teachers, to enable the experience of knowledge in the daily life of the community, impacting on the learning that takes place in the school as a space for dialogue, experimentation and exchange of knowledge.