Description
This work sought to chart the way teaching practices are perceived from the look of a
group of students from the Federal Institute of Pernambuco – IFPE. It was intended,
through an interventional approach and using Sociodrama, to stimulate participants to
dramatize their relationships and experiences at the school environment. Adolescent
students attending Electronic course at secondary school level in Campus Recife (IFPE)
participated the field research. Most of these students live in the outskirts of the city and
have poor socioeconomic conditions. The work was developed in groups and the choice
of the interventional sociodramatic mode seemed pertinent to the extent that would make
the (re) signification of the relationship student-student, student-teacher, teacher-teacher.
It is believed that the understanding of this experience, as well as the comprehension of
the institutional and personal conflicts and the motivation to create spaces of dialogue
consist on a powerful way to meaningful learning within the academic community. The
cartographic method was the ground on which the sociodramatic process took place,
allowing to trace the students’ subjective settings concerning their learning processes, as
well as the place of the teacher and of the institution in their daily school
life. Sociodramatic sessions unfolded a needy and worrying school reality. During the
meetings, It was realized how the decision to opt for a technical course was influenced by
the family. However, during the drama performances, it became notorious that these
families do not take care of the students throughout the course. They feel the pressure of
the family and the teachers’ demands. On the other hand, most teachers come from the
“hard” areas of Science and do not have a licentiate degree in teaching, which is seen as
a problem by the students. For them, the absence of didactics undermines the teachinglearning
process. Most of the teachers are presented as incomprehensible, rigorous and
extremely demanding in terms of marks. These elements lead us to propose a thorough
review, less focused on syllabus and more careful with intrasubjective and affective
aspects. As well as the supply of spaces, including sociodramatic sessions, for students
and teachers to talk and (re) think about their daily school life.
