Shakespeare em sala de aula : poéticas da voz no compartilhamento do gênero dramático na escola.

Abstract

In this study, we relate the experience (LARROSA) and the performance (ZUMTHOR) as mobilizing powers of the practice of teaching practice (BAJARD), there is not a great effort to make a classroom in voice. In conceiving the word as a way of experiencing the world and recognizing ourselves as subjects acting in language, we expose, in this study the sharing of a grossly neglected genre in the school context: the dramatic text. From reading workshops, which contemplated texts of poetry and theater, we explored the possibility of going beyond the silence that is usually dedicated the act of reading as we speak. For this, we organized a group of reading composed by seventh-year students of the school EMEF Menino Deus. At firste, our study covered the reading and saying of William Shakespeare's play A Midsummer Night's Dream play,initially presented through an adaptation organized by Janaína Russeff and Fernando Nuno, made available on Teatro na Escola, but the bard's poetics It motivated us to broaden the readings by engaging in other plays by the English playwright, extrapolating the boundaries between the accomplished and the planned by revealing how much the body yearns for the opportunity to voice itself. In our work, we have made legitimate the question about the guidelines that condition the choice of genres for reading in educational spaces. In drawing a different path, anchored in the notions of play and playfulness (HUIZINGA), and of material imagination, daydreaming and repercussion (BACHERLARD), we experience the reader's protagonism, all of which is a beneficiary of the experimentation of the poetic value of the voice.