Theater pedagogy and human rights: a door to self-knowledge

Abstract

The importance of research on human rights education through theater pedagogy is that it addresses an active methodology in the classroom that allows understanding theoretical content through individual and group experience from a daily perspective of self-knowledge. This signifies that it sensitizes the participants in human rights, addressing the conflict through theatrical play, which stimulates divergent thinking, and the controversial dialogue that develops critical thinking leading to new knowledge. The research method was qualitative, since it was worked from a legal approach and around the qualitative aspects of the subject of law.  Execution was based on participant and non-participant observation, the creation of a focus group, interviews and content analysis. In this case, the chosen universe was a limited group of school education teachers. Instruments such as forms, interviews, talks and teaching practice with the age group were used to record the information obtained. In conclusion, it was an interactive and participatory investigation that fostered didactics and yielded relevant data for the systematization of human rights education through theater pedagogy.