This paper presents a theoretical reflection on some scenic practices that are carried out in training spaces and that have a gender approach with a feminist perspective. It is about exploring the potential that Applied Theatre in Education has to subvert the models that traditionally oppress women, men and dissidence, being installed very early in the school. The question that we ask ourselves and that
is at the base of our study is whether there is a clear and intentional gender awareness on the part of artists, educators, applied theatre practitioners and theatrical researchers, in the approach to the theatrical practices that they develop within and outside educational institutions; in addition to what are the ethical perspectives that support them. From the analysis of cases, it is possible to approach the problem of gender, its intersections and tensions, as well as to observe how theatrical processes, their methodologies and didactic resources, manage to promote situated and embodied learning, through dramatic play. It is about thinking of school bodies as oppressed corporalities in order to free them through scenic practices, realizing the transforming power that theatre possesses regarding human rights, gender equity, gender identities and sexual dissidence, among others.
Keywords:
Applied theatre in education, pedagogy of the body, gender, dissidence
Sedano Solís, A. (2022). Prácticas escénicas con enfoque de género en espacios educativos: La escuela como espacio de emancipación del cuerpo. Teatro, (7), pp. 121–130. https://doi.org/10.5354/0719-6490.2022.68009
