PUPPET THEATER AS A TOOL IN TEACHING ORALITY, READING AND WRITING IN THE CLASSROOM AS THE RIGHT TO CITIZENSHIP: A CASE STUDY

Abstract

The main objective of this case study was to identify, recognize and give visibility to the use of puppet theater in the school space as an instrument to stimulate and encourage improvements in the quality of pedagogical activities in a public school. In this way, it is understood that it is also through the use of the theater genre that the school can appropriate the suggested content to provide better development in speaking, reading and writing, as well as in social relationships and the exercise of citizenship. In this sense, we sought to know that, through theatrical stories, texts and stories, the quality of teaching and learning can be improved at Escola Municipal Professor Belarmina, located in the city of Fortaleza, Ceará, Brazil. This work is justified by the need for the author/teacher to verify whether, in the context of this school, where students have been facing difficulties in speaking, reading and writing, working with puppet theater as a teaching tool is capable of mitigating this problem. . To theoretically support this study, the following references were used, among others: Franco (2012); Vidor (2010); Kintsch and Rawson (2013); Souza (2008); Kleiman (2013); BNCC (2018); Larrosa (2003); Freire (2011); Libâneo (2010); Osterno (2012); Gentil, (2011); Maciel (2010); Gil (2008); Yin (2015); Duarte (2015); Rampazzo (2015). The perceptions and opinions of the interviewed public on this topic were collected using a semi-structured questionnaire instrument, which was applied to a sample of 15 students; 10 teachers; 05 managers and 05 parents. The present case study had a quantitative-qualitative approach, where the observations obtained at the school that was the subject of this study contributed significantly to making it possible to create a robust discussion on the aforementioned topic. The results obtained revealed that the Escola Municipal professor Belarmina believes that the textual genre of theater is very important and has contributed greatly to the integral development of its students in the schooling process, oral and citizenship activities, occurring with affection and respect in the context of coexistence in the school environment. It is concluded, therefore, that the present study managed to verify, map and interpret the feasibility and relevance of using the “Puppet Theater” tool in improving the effectiveness of pedagogical activities in teaching and learning, using affectivity, sensitivity and tolerance among the people who make up a public school community in Ceará.