<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000301410</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.066.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação como prática da liberdade por meio do Teatro do Oprimido: novas aplicações educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Education as a practice of freedom through the Theater of the Oppressed: new educational applications]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación como práctica de libertad por medio del Teatro del Oprimido: nuevas aplicaciones educacionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Mádson Francisco da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maria de Fátima Gomes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Nazaré da Mata PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Nazaré da Mata PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>66</numero>
<fpage>1410</fpage>
<lpage>1435</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000301410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000301410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000301410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo em questão resulta de uma pesquisa de mestrado intitulada &#8220;O Teatro do Oprimido e o Enfrentamento à Violência Escolar&#8221;, que teve como objetivo principal pesquisar a problemática da violência escolar no âmbito das práticas pedagógicas de professoras dos anos finais do ensino fundamental. Com relação à metodologia, optou-se pela abordagem qualitativa de pesquisa, com ênfase na pesquisa-ação. Os dados foram coletados por meio de oficinas do Teatro do Oprimido (TO), com base nas ideias de Augusto Boal (2015, 2013), o que implicou novas práticas de ensino e de aprendizagem nas escolas investigadas. Complementarmente, também foram realizadas observações participantes e questionários. Para a análise dos dados, recorreu-se à análise de conteúdo temático categorial. Os resultados indicaram que as oficinas do TO possibilitaram às docentes participantes desta investigação novas formas de enfrentamento da violência escolar, com a participação dos estudantes, mediante uma educação como prática da liberdade. Concluiu-se, portanto, que este estudo serviu para despertar a consciência emancipadora das professoras e dos(as) estudantes, por meio das práticas vivenciadas nas escolas investigadas, e que o Teatro do Oprimido constitui um excelente recurso de enfrentamento à violência escolar e de valorização dos diversos saberes vividos e reinventados na vitalidade dos/as estudantes e de toda a comunidade escolar para se libertarem da opressão e se reencontrarem com sua essência humanizada, libertadora e emancipada nas lutas diárias. Fortaleceu-se, neste estudo, a relevância de uma educação como prática da liberdade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article in question results from a master's research entitled "the Theater of the Oppressed and Confronting School Violence", whose main objective was to research the issue of school violence within the ambit of practices pedagogical activities of teachers in the final years of elementary regarding the methodology, a qualitative research approach was chosen, with an emphasis on action research. Data were collected through workshops at Theater of the Oppressed (TO), based on ideas of Augusto Boal (2015, 2013), which implied new teaching and learning practices in the investigated schools. In addition, participant observations and questionnaires were also carried out. For data analysis, categorical thematic content analysis was used. The results indicated that the TO workshops enabled teachers participating in this investigation, new ways of coping with school violence, with the participation of students, through education as practice of freedom. It was concluded, therefore, that this study served to awaken the emancipatory awareness of teachers and students, through the practices experienced in the investigated schools, and that the Theater of the Oppressed is an excellent resource for coping with school violence and for valuing the diverse knowledge experienced and reinvented in the vitality of students and the entire school community to free themselves from oppression and to rediscover their humanized, liberating and emancipated essence in daily struggles. In this study, the relevance of education as a practice of freedom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo resulta de una investigación de maestría titulada &#8220;El teatro del oprimido y el enfrentamiento de la violencia escolar&#8221;, que tuvo como objetivo principal investigar la problemática de la violencia escolar en ambientes de prácticas pedagógicas de profesoras de años finales de escuela primaria. Se eligió el enfoque cualitativo de investigación con énfasis en la investigación-acción como metodología. Los datos fueran recogidos en talleres de Teatro del Oprimido (TO), basados en ideas de Augusto Boal (2015, 2013), regenerando nuevas prácticas de enseñanza y aprendizaje en las escuelas investigadas. También se realizaron observaciones participantes y cuestionarios. Se buscó un análisis de los datos en contenido temático categórico. Los resultados indicaran que los talleres de TO posibilitaron a los docentes participantes de esa investigación nuevas maneras de enfrentamiento de la violencia escolar, con la participación de estudiantes. Se concluye que la investigación sirvió para el despertar una consciencia emancipadora de las profesoras y estudiantes participantes y que el Teatro del Oprimido constituye un recurso de enfrentamiento a la violencia escolar y de valoración de los distintos saberes vividos y reinventados en la vitalidad de los estudiantes y de toda comunidad escolar para que se liberten de las opresiones y se reencuentren con su esencia humanitaria, libertadora y emancipada en las luchas diarias. Se fortaleció, en esa investigación, la relevancia de una educación como práctica de la libertad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Liberdade]]></kwd>
<kwd lng="pt"><![CDATA[Teatro do Oprimido]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Freedom]]></kwd>
<kwd lng="en"><![CDATA[Theater of the Oppressed]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Libertad]]></kwd>
<kwd lng="es"><![CDATA[Teatro del Oprimido]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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