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Resumen La premisa que propone la creación teatral como práctica creadora, interdisciplinaria y disruptiva emana de la exploración y reflexión en torno a los aportes pedagógicos de la expresión y la creación teatral en la formación de docentes de educación primaria. Como propuesta pedagógica se enmarca en los procesos de formación de la carrera de Pedagogía de la Universidad Nacional de Costa Rica e integra temáticas de diversas disciplinas como la pedagogía, la psicología, así como distintas formas de expresión escénica como: el teatro, la pantomima, las máscaras y la expresión por medio del cuerpo; todas orientadas al logro de aprendizajes vivenciales e integradores, y al desarrollo de las aptitudes artísticas, expresivas y creativas en el desarrollo integral de cada persona. Parte de una serie de procesos que involucran la observación, el análisis e interacción social en diversos contextos; se recrea la realidad desde una perspectiva crítica, concibiendo la cotidianidad y el contexto social, como fuentes de información y, al mismo tiempo, como recursos expresivos favorecedores de la construcción de una vasta gama de conocimientos mediante experiencias vivenciales. Desde la pedagogía teatral se propone un acercamiento a la expresión y a la creación teatral, concebidas como elementos detonantes para el estudio, análisis y recreación del amplio espectro de situaciones que concede la realidad. Se aborda la aplicación de estos recursos expresivos en la mediación pedagógica, considerando las particularidades espaciales y culturales que caracterizan cada contexto observado. Finalmente, se plantea una serie de reflexiones en torno los primeros logros de la propuesta, el impacto en la formación pedagógica y en el desempeño futuro de los grupos profesionales de este campo. Abstract The premise that proposes theatrical creation as a creative, interdisciplinary, and disruptive practice emanates from the exploration and reflection on the pedagogical contributions of theatrical expression and creation in the training of primary education teachers. As a pedagogical proposal, it is part of training processes in the teaching program of the National University of Costa Rica and integrates themes from various disciplines like pedagogy and psychology. This training also incorporates distinct forms of scenic expression such as theatre, pantomime, masks, and expression through the body. The training is oriented towards the achievement of experiential and integrative learning and the development of artistic, expressive, and creative skills in the integral development of each individual. It starts from a series of processes that involve observation, analysis and social interaction in different contexts; reality is recreated from a critical perspective, conceiving the everyday life and the social context as sources of information and, at the same time, expressive resources, which favor the construction of a broad range of knowledge through experiential experiences. Theater pedagogy proposes an approach to theatrical expression and creation, conceived as triggers for the study, analysis, and recreation of the broad spectrum of situations granted by reality. The application of these expressive resources in pedagogical mediation is addressed by considering the spatial and cultural particularities that characterize each observed context. Finally, a series of reflections is proposed regarding the first achievements of the proposal and the impact on pedagogical training and the future performance of professional groups in this field. Resumo A criação e implementação dessa premissa emana da exploração e reflexão pedagógica em torno das contribuições pedagógicas da expressão e da criação teatral na formação pedagógica de professores do ensino fundamental. Como proposta pedagógica, se enquadra nos processos de formação da carreira de Pedagogia da Universidade Nacional da Costa Rica. Integra temáticas de diversas disciplinas, como a pedagogia, a psicologia, bem como diferentes formas de expressão cênica como: o teatro, a pantomima, as máscaras e a expressão por meio do corpo, orientadas à realização de aprendizagens vivenciais e integradoras e ao desenvolvimento das aptidões artísticas, expressivas e criativas no desenvolvimento integral de cada pessoa. Parte de uma série de processos que envolvem observação e interação em diferentes contextos, bem como análise e criação teatral. A realidade é recriada a partir de uma perspectiva crítica, concebendo o meio social e o cotidiano como recursos didáticos que garantem uma ampla gama de conhecimentos, possibilidades e experiências de aprendizagem. Desde a pedagogia teatral, se propõe uma aproximação à expressão e criação teatral, concebidas como elementos detonantes para o estudo, análise e recreação do amplo espectro de situações que concede a realidade. Aborda-se a aplicação destes recursos expressivos na mediação pedagógica, considerando as particularidades espaciais e culturais que caracterizam cada contexto observado. Finalmente, uma série de reflexões em torno as primeiras realizações da proposta, o impacto na formação pedagógica e no desempenho dos futuros pedagogos.

ATAC informations permet d’interroger les conceptions de l’action culturelle proposées par les membres de l’association ATAC entre 1964 et 1981. L’opposition progressive de l’animation et de la création est à l’origine de la dissolution de l’ATAC et de l’appauvrissement de la réflexion sur l’action culturelle. Toutefois, cette opposition est moins monolithique qu’il ne parait. ATAC informations rend compte des chemins détournés de l’action culturelle où création et animation peuvent s’harmoniser., ATAC informations makes it possible to question the different conceptions of cultural action proposed by the members of the association ATAC between 1964 and 1981. The progressive opposition of animation and creation is at the origin of the dissolution of ATAC and the impoverishment of the reflection on cultural action. However, this opposition is less monolithic than it seems. ATAC Information reports on the diverted paths of cultural action where creation and animation can be harmonized.

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Philippine university theater groups occupy a significant role in the theatrical life of this island country thanks to the quality and variety of their productions. The drama groups at the Jesuit Ateneo de Manila University distinguish themselves in particular by maintaining close ties with these important sites of theatrical creation, PETA and CCP. They contribute both to the creation of a Philippine dramatic esthetic and to political and social reflection. In this private university, which educates the country’s elite, theater has held an important position for many years. The university is in fact less influenced by an evangelical tradition because of its commitment to different aspects of theater education. Their dramatic practices provide access to better understand, in particular, the evolution of their pedagogical approaches and the status of the Philippine languages and dialects. Their approach to theater demonstrates how research in literature, anthropology, sociology and ethnography stimulates dramatic creation. It also allows the nation to explore its long history in order to better understand its identity even at a time of rampant globalization., Le théâtre universitaire participe notablement à la vie théâtrale des Philippines par la qualité et la variété de ses productions. Les groupes de l'Université jésuite d'Ateneo (Manille) se distinguent tout particulièrement, entretenant des liens étroits avec ces grands lieux de création théâtrale et contribuant à la recherche d'une esthétique scénique philippine et à une réflexion politique et sociale. Dans cette université privée qui forme les élites du pays, le théâtre tient depuis longtemps une place importante : il est toutefois moins héritier de la tradition évangélique qu'il ne s'inscrit dans différents aspects du théâtre-éducation. La pratique théâtrale révèle notamment l'évolution des conceptions éducatives et de la perception du statut des langues et dialectes pratiqués aux Philippines. Il montre comment les travaux de recherche en littérature, anthropologie, sociologie, ethnographie viennent vivifier et stimuler la création théâtrale : ce théâtre permet ainsi à un pays d'explorer sa longue histoire pour prendre pleinement conscience de son identité alors que la mondialisation s'étend.

Neste depoimento, Tatiana Belinky reflete sobre como a infância promoveu seus primeiros contatos com o teatro e a literatura, relacionamento que se desenvolveu afetiva e profissionalmente durante toda sua história de vida. O trabalho de adaptação para teatro e televisão progrediu principalmente no campo da literatura que, por sua vez, sempre dialoga com peças extraídas do folclore, da Bíblia, da literatura mundial. Boa literatura, selecionada com critério. Livros pequenos de tamanho, mas não são livrinhos. Combinam a dimensão do maravilhoso à dimensão política. Afinal, são portadores de mensagens que precisam ser entendidas e interpretadas. Em um conto de fadas, por exemplo, interagem oprimidos e opressores, lutam pobres contra ricos. São inúmeras experiências que aprofundaram e refinaram as percepções e a comunicação de Tatiana Belinky com um universo mágico, rico e criativo. In this testimony, Tatiana Belinky reflects on how childhood has promoted her first contacts with theater and literature, relationship that was developed affective and professionally along her life history. The work of adapting for theater and television was developed mainly in the field of literature that, by its side, always dialogues with plays extracted from the folklore, the Bible, the world literature. Good literature, judiciously selected. Books small in size, but not small books. They harmonize with the dimension of the marvelous and the political dimension. After all, they are bearers of messages that need to be understood and interpreted. In a fairy tale, for example, oppressed and oppressors interact, poors fight with the riches. Several were the experiences that deepened and refined with a magic, rich and creative universe Tatiana Belinky’s perceptions and communication.