POLÍTICAS EDUCACIONAIS, LETRAMENTOS TEATRAIS E TICS: uma perspectiva crítica e analítica da Pedagogia do Teatro

Abstract

This study analyzes theater education in the educational context of Goiás, considering its challenges and relevance in relation to educational policies and contemporary demands. It aims to reflect on theatrical practice in articulation with literacies and Information and Communication Technologies (ICTs), highlighting its contributions to students’ critical and social development of elementary school students. The methodology is based on a bibliographic review and the analysis of normative documents, such as the National Common Curricular Base (BNCC) and the Curricular Document for Goiás (DC-GO), as well as authors who discuss curriculum, literacy, and pedagogical practices. The study addresses educational policies that guide Arts education, discussing the role of the curriculum and its dimensions, as well as the implications of these guidelines for teaching practice and theatrical pedagogies. It also examines the concepts of literacy and multiliteracies, emphasizing their expansion beyond traditional reading and writing and their relationship with contemporary languages and technologies. Thus, this work aims to contribute to pedagogical practice through the integration of theater, literacies, and ICTs as a means of promoting the development of autonomous, participatory, and socially engaged individuals.