Educação como vontade de poetizar : presença do teatro na educação básica.

Abstract

This dissertation addresses the presence of theater in K-12 Education to interrogate and reflect on the poetical dimension of the language in children and youth education. It draws from the study of the phenomenon of the will to poeticize as an existential movement of the production of presence and sensitive and sensible senses. Also, how it searches for presences that bring up to date and renew processes of being in language in and with the world. For such, the writing circumscribes the topic of arts in education from the philosophical approach of phenomenology, with the purpose of interrogating vital processes with the world that constitute presences to the esthesic, always embodied senses, like a unique becoming in language. The wide goal is to understand the movement of thought aroused in the encounter with poetical images that emerged from childhood and theater at school, as presences that give rise to wills for more poetization of the world. A movement that tries to resist the simplification and modeling of the language by experiences previously established in the educational processes. Specifically, the dissertation tries to understand wills of poeticizing as a flow paced in unique processes of the body that acts in presence of the plurality of the world, from the interrogation for the ways to favor the otherness of the singular production of poetical experiences in scenic arts in the K-12 Education. The philosophical method or way to address the will of poeticizing the world is paced by the interlocution with Gaston Bachelard, Maurice Merleau-Ponty, Hannah Arendt, Giorgio Agamben, Hans Ulrich Gumbrecht, and Jean Luc-Nancy, who contribute for a phenomenology of the very process in will of poeticizing the world. The study of the poetical imagination and the experience of language brings closer the ideas of presence, world, and will as phenomena that allow to affirm the poetical state as resistance and as exhibition to the world – from the plurality of forms of coexisting in distinct dimensions of language that emerge from the unique becoming of the language body. The will as source of acting in the world and the poetical imagination as emergence of the presence of other images – for the valuation that emerges from a body touched by the world, as a way to perceive and to understand itself – allows to conclude for the educational relevance to rethink the times with arts at school. Times that allow to live processes to liven up the human becoming through the vigor to act in language with the will of poeticizing the world. The increasing educational trend of gradual simplification of the existence, by the simplification of the processes to imagine ways of being in language in the common world, requires attention to the poetical experience of language at school. In a world so arid of utopian dreams, perhaps the task of educating today is to reenchant the world with the poetical dimension of language.