Theatrical Pedagogy and Anti-Behaviorism, A Teaching and Learning Experience in the Indigenous Community of Amubri
DOI:
https://doi.org/10.15359/rep.16-1.7Keywords:
education, theater, social learning, dramatic play, indigenous communities, motivation, indoctrination, liberation, peaceAbstract
A current sector of the education in Costa Rica could be compared to the disease of “bulimia” in which students memorize -ingest- concepts and then transcribe -regurgitate them- in a written test, thereby generating purely rote and behavioral learning The most dangerous part about this is that an “educational pathology” is being created in the student body. The promotion of criticism and motivation to go to classroom spaces and the significance of learning no longer have room in a neoliberal system, which fosters mastery of basic concepts and submissive labor. This essay aims to propose the tool of dramatic play through a classroom systematization in the area of Social Studies to undermine the situation of rote learning in addition to the use of sociocultural learning of Lev Vygotsky and Theater Pedagogy as theoretical support, which promote learning contextualized in the culture where the student is immersed in a liberation of the mind and educational motivation. This is done to build more meaningful learning not only for students but also for them to transmit it to the people around them, generating social learning, a task that is urgent in our current society.
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