The school theater: A praxiological need for the integral development of the being in primary education

Abstract

From a transdisciplinary perspective in which other knowledge sciences converge, school theater in Venezuela is immersed in an articulation of educational processes that deserves to be treated as a pedagogical resource. School theater in the context of primary education contributes to an important reality since innovative alternatives for teaching-learning will be developed. In this research some of the perceptions that may be immersed in that feeling are presented when the theater is contacted to the field of education. The objective was aimed at interpreting the perception of social actors about school theater in the context of primary education. It was framed in the qualitative paradigm. The hermeneutical phenomenological method was used, the techniques used were observation and in-depth interview. Among the results is the manifesto of the teachers regarding their scarce training in theater and therefore the little use of this strategy in the classroom. Through these statements in conclusion it is expressed that through the curriculum the teacher must be oriented and prepared in artistic activities due to their great educational value and the benefits they leave in the being.