Dynamisation of a theatrical performance with secondary school students to prevent micro-chauvinism violence
DOI:
https://doi.org/10.7179/PSRI_2023.43.10Keywords:
Theatre, vocational training, secondary education, gender equality, comunicative competenceAbstract
This work use a qualitative methodology based on a case study, and it arises from the data obtained from the dynamisation carried out by a group of 45 Vocational Training (VET) students with an audience of secondary school students (ESO) after the presentations of a theatrical performance. The aim of these activities was to facilitate cognitive distancing and the recovery of the tacit knowledge that the audience brought with them about the social constructions of gender and, specifically, situations of violence. In this context, some samples of the contributions made by different groups of secondary school students have been described and analysed in order to present alternatives for improving the content of the theatrical performance. The results have allowed us to conclude a) that the particular characteristics of the theatrical performance and the dynamisation allow young people to see themselves represented and challenged with respect to micro-chauvinism violence; b) that the possibilities offered by the theatrical space itself as a laboratory of citizen creation broaden the spectatorial and/or communicative competences of adolescents from a critical gender perspective; and c) that the professional competences of the VET students increase in the dynamisation experience, as an internship, by transferring knowledge linked to equality and education with a gender perspective that they will later develop in their working life.
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