Curriculum: the contradictions in theatre education in Brazil

ABSTRACT

The history of arts education in Brazil is summarised, based on its contradictions. Some aspects of the Brazilian educational system and the National Curriculum Parameters are presented, in order to identify the predominant approach to theatre education. Three situations of the theatre education landscape in the state of Santa Catarina, southern Brazil, are highlighted: theatre in the school system, in the Municipality of Florianópolis; the prospects for State Schools; and some aspects of rural education, specifically in teaching of arts in schools located in settlements of Agrarian Reform.

KEYWORDS:

• Curriculum
• theatre education
• Brazil

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Marcia Pompeo Nogueira teaches at the State University of Santa Catarina, has published in Community Theatre, Theatre for Development and coordinates extension activities of facilitator formation. Is the head of a postgraduate course devoted to arts in agrarian reform settlements and will lead another course on formation of peasant youth cultural agents.

Diego de Medeiros Pereira teaches at the State University of Santa Catarina, has published in the area of training of teachers on drama in the early childhood education and works with drama teachers of the school system, in the Municipality of Florianópolis.

Notes

1. The North American interference in the Brazilian dictatorship has many facets, some of them were only explicit today. The agreement of the Ministry of Education and Culture with the United States Agency for International Development (USAID) was signed on 06.23.1965 and formed the educational reforms of the period.

2. The book was published in 2000.

3. To overcome this contradiction was created, quota law no. 12.711/2012, which guaranteed in stages and gradually 50% of its seats for students coming from the public schools, and part of them necessarily for black and indigenous populations.

4. Law Guidelines Bases of National Education (LDB 9394) still active (Brasil 1996).

5. The elementary school is divided into two cycles; early grades (from 1st to 5th grade) and final grades (6th to 9th grade).

6. There is, however, a Project (Bill number 7032/2010) in discussion within the Brazilian Senate, which was already approved by the Citizen and Justice Committee, that establishes music, visual arts and scenic arts mandatory contents in Brazilian schools. http://www.camara.gov.br/proposicoesWeb/fichadetramitacao?idProposicao=470941, accessed 15/10/2015.

7. A Common National Base Curriculum, which defines the knowledge and skills that must be learned in school, including theatre, was recently proposed by the federal government and is in a public discussion phase, accepting opinions and suggestions of the whole society. The aim is to standardize at least 60% of basic education.

8. Viola Spolin is not mentioned by name in the PCN.

9. Boal himself worked for five years with the Landless Movement –MST.

10. The 20 hours teacher must teach to 7 classes and the 40 hours teacher to 14 classes.

11. In: http://conteudoweb.capes.gov.br