Colocando um novo ponto em cada conto: possibilidades de inserção do teatro na educação infantil

Abstract

This research aims to insert theatre in childhood education through storytelling having William Shakespeare’s The Tempest as the piece to think the space as an opportunity for experience in a scenic and audio environment. Childhood education as the first step of basic education is a moment of changes and discoveries for small children. As learning for small children is based on ludic experiences and playing – two issues in the theatre – the research aims to test storytelling as part of theatre in our times. Therefore, the research points out aspects of theatre and performance that permeate storytelling and present a proposal of theatre for small children. Childhood education approaches children from zero to five years of age and this research focused specifically on children from three to five years of age and on three axes: theatre with children, storytelling and scenic space. The method for this study is a qualitative and descriptive research focused on children as the primary subjects of a research. Methodology included literature review, documental analysis, and fieldwork. Theoretical background include Lev Vygotsky, Manuel Jacinto Sarmento, Peter Slade, Gaston Bachelard, John Dewey, Walter Benjamin, Harold Bloom, Vera Lúcia Bertoni dos Santos, Gilka Girardello, Luciana Hartmann, Loris Malaguzzi and Adriana Klisys.