Pedagogy of the Assessed: Teatro do Oprimido como método de pesquisa participativa para interrogar o impacto da avaliação na sala de aula intercultural
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Resumo
Este estudo propôs-se utilizar métodos baseados nas artes para visibilizar as experiências estudantis de colonialidade e racismo nas práticas de avaliação linguística numa universidade pública em Oaxaca, México. Situamos a colonialidade e a racialização dentro deste contexto afro-indígena singularmente diverso. Justificamos e contextualizamos os paradigmas de investigação que escolhemos: Investigação de Ação Participativa e Etnografia Crítica. Em seguida, detalhamos os apelos à ação a que o nosso estudo responde, a fim de romper a colonialidade tanto do ensino como da avaliação no Ensino Superior em Oaxaca. Os/As estudantes e professores-investigadores/as adotaram três práticas criativas baseadas em pedagogias críticas: (1) poesia black-out; (2) teatro de imagens; e (3) teatro-fórum. Este workshop de seis sessões terminou com um teatro-fórum, uma peça de teatro imersiva e participativa baseada num relato ficcionado das experiências compartilhadas e corporizadas de racialização e colonialidade dos/as alunos/as em relação ao ensino e à avaliação das línguas. Apresentamos uma breve descrição da peça e do fórum subsequente, seguida de uma reflexão de grupo apresentada pelos/as professores-investigadores/as. A nossa conclusão identifica outras direções úteis para a investigação e intervenções orientadas para a avaliação, bem como para a avaliação da eficácia dos modos de investigação baseados nas artes.
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