The language of the art of music: an overview of its history in Brazil

This study sought to re-visit the two conceptions of Art – pedagogical and reflective - forged throughout history and its relationship with the Brazilian aesthetic thought of resistance. From the 60's, such thinking has given a pedagogical purpose to art, charged with the task of social criticism and political engagement human emancipatory: in this scenario mainly determined by the Theater of the Oppressed, the new movies and the protest song by Milton Nascimento, , Caetano Veloso, Chico Buarque, Gilberto Gil, among many others.

The Language of the Art of Music: An Overview of Its History in Brazil

This study sought to re-visit the two conceptions of Art – pedagogical and reflective - forged throughout history and its relationship with the Brazilian aesthetic thought of resistance. From the 60's, such thinking has given a pedagogical purpose to art, charged with the task of social criticism and political engagement human emancipatory: In this scenario mainly determined by the Theater of the Oppressed, the new movies and the protest song by Milton Nascimento, Caetano Veloso, Chico Buarque, Gilberto Gil, among many others.

Teaching About Racism in Medical Education: A Mixed-Method Analysis of a Train-the-Trainer Faculty Development Workshop

Background and Objectives: Curriculum addressing racism as a driver of inequities is lacking at most health professional programs. We describe and evaluate a faculty development workshop on teaching about racism to facilitate curriculum development at home institutions. Methods: Following development of a curricular toolkit, a train-the-trainer workshop was delivered at the 2017 Society of Teachers of Family Medicine Annual Spring Conference. Preconference evaluation and a needs assessment collected demographic data of participants, their learning communities, and experience in teaching about racism. Post-conference evaluations were completed at 2- and 6-month intervals querying participants’ experiences with teaching about racism, including barriers; commitment to change expressed at the workshop; and development of the workshop-delivered curriculum. We analyzed quantitative data using Statistical Package for the Social Sciences (SPSS) software and qualitative data, through open thematic coding and content analysis. Results: Forty-nine people consented to participate. The needs assessment revealed anxiety but also an interest in obtaining skills to teach about racism. The most reported barriers to developing curriculum were institutional and educator related. The majority of respondents at 2 months (61%, n=14/23) and 6 months (70%, n=14/20) had used the toolkit. Respondents ranked all 10 components as useful. The three highest-ranked components were (1) definitions and developing common language; (2) facilitation training, exploring implicit bias, privilege, intersectionality and microaggressions, and videos/podcasts; and (3) Theater of the Oppressed and articles/books. Conclusions: Faculty development training, such as this day-long workshop and accompanying toolkit, can advance skills and increase confidence in teaching about racism.

Other Experiential Approaches Similar to Psychodrama

This chapter will briefly introduce further methods that Moreno created related to psychodrama, as well as other approaches similar to psychodrama but developed by others. Social microscopy and sociodrama will be outlined pertaining to Moreno’s additional dramatic approaches. Axiodrama, monodrama, autodrama, ethnodrama, bibliodrama, and teledrama each will be introduced as other dramatic approaches based on psychodrama. Drama therapy, gestalt therapy, Playback Theater, Theater of the Oppressed, Internal Family SystemsTherapy, Pesso Boyden System Psychomotor Therapy, and family/systemic constellations will each be briefly presented with their similarities and differences to psychodrama.

Therapeutic Achievements of a Program Based on Drama Therapy, the Theater of the Oppressed, and Psychodrama With Women Victims of Intimate Partner Violence

This case study aims to determine the efficacy of a program based on drama therapy, theater of the oppressed, and psychodrama to reduce psychological malaise (post-traumatic stress disorder [PTSD], depression, anxiety) and sexist stereotypes, and improve self-esteem, quality of life, life purpose, and communication skills in women victims of intimate partner violence. A pretest and a posttest were administered to a single group using psychometric instruments; in addition, an evaluation of the process was done using participatory observation. Findings show a statistically significant reduction of depression and increase in life purpose. Qualitative analyses suggest development of personal and social competencies and the elaboration of trauma.

Theater of the Oppressed and bullying: nursing performance in school adolescent health

ABSTRACT Objective: to assess the effects of an intervention based on the Theater of the Oppressed in reducing school bullying. Method: a quasi-experimental study with 232 first-year high school students from two public schools in the city of Cuiabá, Mato Grosso State, Brazil. An intervention was performed with the Theater of the Oppressed, a theatrical methodology created by Augusto Boal and inspired by Paulo Freire’s “Pedagogy of the Oppressed”, in which one school composed the intervention group, and another school, the comparison group. Both groups were assessed for involvement in bullying situations before and after intervention. For data analysis, Poisson Regression models with random effect were used. Results: intervention group presented a significant decrease in direct victimization (physical and verbal aggression). Conclusion: the Theater of the Oppressed represents an important strategy in reducing bullying victimization among school adolescents.

“They Came Home Over-Empowered”: Identifying Masculinities and Femininities in Food Insecurity Situations in Tanzania

Gender inequality, embedded in sociocultural structures, persists in Tanzania. It is particularly manifest in access to productive resources, income-generating and employment opportunities, time-use, and educational possibilities. Seeking to contribute to the study of gender roles in Tanzania in the context of food insecurity, this paper presents findings regarding the social role of gender drawn from a study of food security problems and family experiences in Dodoma, Tanzania. The methodology comprised two phases: (1) Face-to-face structured interviews with 333 households; and (2) workshops based on TO—Theater of the Oppressed. These two phases were complemented by repeated research stays in the Dodoma region. TO helps to understand the connections between the private universe of families and their narratives about food insecurity. From the voices of community members in Dodoma, we identify aspects of how men and women perceive the food insecurity situation. Results show that there are several contextual factors related to food insecurity at the community level, and that issues related to domestic violence also appear when cultural patrons and gender roles are questioned. Based on theory and the data collected, we seek not only to comprehend how food insecurity and gender roles are interconnected, but also how to think about new forms of public policies that support gender equality among men and women in rural areas. We conclude that transdisciplinary studies on food insecurity can help public policies address complex scenarios, comprising the multiple and conflicting values present in sociocultural issues, while taking into account individual community needs and specificities.

Educação emocional no ensino infantil: uma perspectiva a partir do lúdico no teatro do oprimido de Augusto Boal

Este trabalho visou analisar as contribuições da dimensão lúdica encontrada no Teatro do Oprimido e no desenvolvimento da Educação Emocional, durante o ensino infantil. O embasamento teórico esteve ancorado em discussões a respeito da compreensão de lúdico encontrada na escola e da relação deste com as propostas para o teatro, consideradas por Augusto Boal. Realizamos discussões que valorizaram a formação sensível e emocional dos estudantes deste nível de ensino, as maneiras que o lúdico chegava até os alunos e como o teatro poderia ter contribuído na construção da autonomia e liberdade da criança. A pesquisa teve como objetivo principal, “compreender como o Lúdico no Teatro do Oprimido contribui para uma valorização da Educação Emocional”. A fundamentação teórica proporcionou uma leitura mais consciente e clara sobre a Ludicidade na Educação Infantil e, em especial, na formação plena e humana da criança e foi construída por meio de estudos de diversos autores, tais como: Boal (1980), Casassus (2009), Maluf (2008) e Schiller (2002). Tratou-se de uma pesquisa de natureza bibliográfica, de caráter exploratório-descritivo. Ao término deste estudo podemos concluir que a abordagem sensível das interpretações do lúdico é um ponto de intersecção entre as situações da vida cotidiana e as emoções que emanam dela, o que faz do lúdico um importante elemento ao conhecimento e autoregulação das emoções afloradas nas relações humanas, o que contribui de maneira ativa e significativa para o desenvolvimento da inteligência emocional.Palavras-chave: Educação. Emoções. Teatro do Oprimido. Emotional education in child education: a perspective from the lúdico in the theater of the oprimido de Augusto BoalABSTRACTThis work aimed to analyze the contributions of the play dimension found in the Theater of the Oppressed and the development of Emotional Education during the infantile education. The theoretical basis was anchored in discussions about the understanding of playfulness found in the school and its relation with the proposals for the theater, considered by Augusto Boal. We held discussions that valued the sensitive and emotional formation of the students at this level of education, the ways that the playfulness came to the students and how the theater could have contributed to the construction of the autonomy and freedom of the child. The main objective of the research was to “understand how the Playful in the Theater of the Oppressed contributes to an appreciation of Emotional Education”. The theoretical basis provided a more conscious and clear reading about Ludicidad in Early Childhood Education and, especially, in the full and human formation of the child and was constructed through studies of several authors, such as: Boal (1980), Casassus (2009) , Maluf (2008) and Schiller (2002). It was a research of bibliographic nature, of exploratory descriptive nature. At the end of this study we can conclude that the sensitive approach of play interpretations is a point of intersection between the situations of everyday life and the emotions emanating from it, which makes the playful one an important element to the knowledge and self-regulation of emotions arising in human relations, which contributes in an active and meaningful way to the development of emotional intelligence.Keywords: Education. Emotions. Theater of the Oppressed. Educación Emocional en la enseñanza infantil: una perspectiva a partir del lúdico en el teatro del oprimido de Augusto Boal.RESUMENEste trabajo pretendía analizar las contribuciones de la dimensión lúdica encontrada en el Teatro del Oprimido y en el desarrollo de la Educación Emocional, durante la enseñanza infantil. El embasamiento teórico estuvo anclado en discusiones acerca de la comprensión de lúdico encontrada en la escuela y de la relación de éste con las propuestas para el teatro, consideradas por Augusto Boal. Realizamos discusiones que valoraron la formación sensible y emocional de los estudiantes de este nivel de enseñanza, las maneras que el lúdico llegaba hasta los alumnos y cómo el teatro pudo haber contribuido en la construcción de la autonomia y libertad del niño. La investigación tuvo como objetivo principal, “comprender cómo el Lúdico en el Teatro del Oprimido contribuye a una valorización de la Educación Emocional”. La fundamentación teórica proporcionó una lectura más consciente y clara sobre la Ludicidad en la Educación Infantil y, en especial, en la formación plena y humana del niño y fue construida a través de estudios de diversos autores, tales como: Boal (1980), Casassus (2009) , Maluf (2008) y Schiller (2002). Se trató de una investigación de naturaleza bibliográfica, de carácter exploratorio-descriptivo. Al término de este estudio podemos concluir que el abordaje sensible de las interpretaciones del lúdico es un punto de intersección entre las situaciones de la vida cotidiana y las emociones que emanan de ella, lo que hace del lúdico un importante elemento al conocimiento y autoregulación de las emociones afloradas en las relaciones humanas, lo que contribuye de manera activa y significativa al desarrollo de la inteligencia emocional.Palabras clave: Educación. Las emociones. Teatro del Oprimido.