Cenas do palco invisível: os matriciamentos que tecem a formação dos educadores da cena teatral das escolas pelotenses.

Abstract

This Work investigates the subjective matrices that empower the trajectories of theater teachers in schools of Pelotas, RS, Brazil, under the perspective of the imaginary. It originates from the narratives of four teachers working in public and private schools of Pelotas and was developed between 2004 and 2005. From these narratives nuclei of meaning emerged that made it possible to view the teachers’ practice and to understand the Invisible Stage of the school – . These nuclei brought into light the movements undertaken by the teachers in their trajectory and formation. In this route, corporeality, pleasure and joy in education appear connected to life experiences as well as to social and cultural experiences. The present investigation and the conception that supports it were fundamentally possible due to the development of the studies of the imaginary and to the contents that arise from such studies. I would refer, among the authors who have helped me weave this fabric, Gilbert Durand, Lúcia Peres, Ingrid Koudela and Richard Courtney. With this reference in mind, the present theoretical framework is constructed aiming at making visible the Scenes of the Invisible Stage.