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2021
- handle: 10670/1.3x3p85
- halshs: halshs-02999422
- doi: 10.18848/2324-7576/CGP/v16i01/23-39
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info:eu-repo/semantics/altIdentifier/doi/10.18848/2324-7576/CGP/v16i01/23-39
Mots-clés
Collective Theatrical Creation Applied Theatre Artistic Education Ecologies of Learning Disadvantaged GroupsSujets proches
Learning process Scholarship LearningCiter ce document
Belén Massó Guijarro et al., « Learning Ecologies in Applied Theatre: Analysis of an Experience », HAL-SHS : sciences de l'éducation, ID : 10.18848/2324-7576/CGP/v16i01/23-39
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Résumé
In this article we intend to study the social and educational potential of collective theatrical creation through a training workshop held in the university context with a group of participants of diverse socioeconomic origin. Using a qualitative methodology of ethnographic orientation (participant observation), we delve into the pedagogical-social effects of this educational experience, and offer the main research results, articulated around three categories that emerged from the data analysis, namely: the theatrical collective creation and its educational repercussion, the possibilities and tensions of the dialogical orientation in the teaching style and, lastly, the socio-educational impact of the inclusive approach of the course. In this sense, the workshop generated a space of encounter with otherness (specifically, with the subaltern otherness of homelessness) that brought with it the construction of a polyphonic learning space, generating an ecology of learning between academic and non-academic knowledge through which the cultural capital of socially stigmatized subjects could be valued.