Co-teaching: a strategy for the problematization of the teaching role in the pedagogy of theatrical performance
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| Autores: | , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2024 |
| Descripción: | As a result of the systematization of a co-teaching experience carried out during the years 2020 and 2021 in the courses of Acting V and VI of the School of Dramatic Arts of the University of Costa Rica. It is proposed to critically review some of the traditional teaching roles of the pedagogy of theatrical performance. Through a critical reading of these roles, their constitutive elements and functions are exposed to destabilize their intentionality and value their meanings. The authors concluded that the implicit dynamics in the collaborative teaching exercise can be considered to propose new teaching roles in accordance with our perspectives. One of these roles is the one we call teacher-joker, inspired by Augusto Boal’s joker system and the Theater of the Oppressed. We also share other findings derived from the experience that clear the teacher-student relationship and reveal significant learning for all participants. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/60137 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/estudios/article/view/60137 |
| Palabra clave: | theater drama education teachers team teaching educational innovations teatro enseñanza de arte dramático docente enseñanza en equipo innovación educacional |