O movimento feminista educador e o Teatro das Oprimidas para o combate ao sexismo nas escolas

Abstract

This paper aims to examine the possibility of combating sexism in schools, from the perspective of Anti-Sexist Education, using techniques from the Teatro das Oprimidas in the discipline of Arts in a Basic Education school in Minas Gerais. In particular, this dissertation tried to think about the possibility of the essential fight against sexism in schools based on the Teatro das Oprimidas, having as an analysis experience the observation and realization of Art classes in a public school, which were carried out in conjunction with a PIBID project. To this end, this dissertation: a) considered that feminism, in addition to being a social and political movement, which is mainly concerned with combating sexism and the oppressions derived from it, such as the various forms of violence against women and inequality between genres, is also a movement with a clear educational character, which operates – like other social movements that are also educators (Arroyo, 2003; Gomes, 2017; Horácio, 2024) – as an enabler of practical changes in educational curricula, as is the case, for example, of the laws 10.639/03, 11.645/08 and 14.164/21, the latter of which amended the LDB by including the mandatory approach to content aimed at preventing violence against women in basic education curricula; b) considered that the feminist movement is an educator, and that one of its educational productions is the development of Augusto Boal's Teatro do Oprimido into a theatrical methodology to combat sexism called Teatro das Oprimidas; c) it presented, in the first chapter, a bibliographical review on feminism demonstrating, in a synthetic way, its waves and its basic and fundamental concepts, as well as some of its aspects and its educational power; d) in the second chapter, considering the possibility of combating sexism through Art classes, namely working on the language of Theater, it presents the Teatro do Oprimido by Augusto Boal and, from there, presents the Teatro das Oprimidas, seeking to demonstrate how this feminist aspect derived from the Teatro do Oprimido can collaborate with the school, so that it is a space where – and from it – it is possible to combat sexism; e) reported, in the third chapter, an educational experience in a public school that sought to develop by articulating its actions to the methodology of the Teatro do Oprimido and, later, the Teatro das Oprimidas from the perspective of an Anti-sexist Education.