Empowering the oppressed through participatory theater

Autores/as

Palabras clave:

Comunicación, cambio sociales, teatro participativo

Resumen

A partir de una revisión bibliográfica, este artículo describe el teatro participativo como medio de empoderamiento de los individuos de la audiencia para dirigir el cambio social. La importancia

del foco en la participación de los oprimidos como medio de organización para el cambio social fue reconocida por académicos y personas dedicadas al teatro, especialmente por el celebrado educador brasileño, Paulo Freire, y el activista de teatro brasileño, Augusto Boal. Aquí se discute el papel del teatro participativo en el proceso de involucrar y educar a las audiencias en lo que comúnmente se denomina estrategia de eduentretenimiento.

Biografía del autor/a

Arvind Singhal, Ohio University, Estados Unidos

Professor and presidential research scholar in the school of communication studies, Ohio university. He is co-author of entertainment-education: a communication strategy for social change (1999) and combating aids: communication strategies in action (2003); and co-editor of entertainment-education and social change: history, research, and practice (2004) and the children of africa confront aids: from vulnerability to possibility (2003).

Citas

ALINSKY, S. D. (1971). Rules for Radicals. New York: Vintage Books.

BARRY, E. M. (2000). Women’s prisoners on the cutting edge: Development of the activist prisoners’ rights movement. Journal of Crime, Conflict, and World Order, 27(3), 22-28.

BHARUCHA, R. (1990). Letter to the dead. Theater, 14, 6-9.

BOAL, A. (1979) . The theatre of the oppressed. New York: Urizen Books.

––– (1992). Games for actors and non-actors. New York: Routledge Press.

––– (1998). Legislative theatre. New York: Routledge Press.

CHAMBERS, R. (1999). Foreword. In S.A. White (ed.), The art of facilitating participation (pp. 8-10). New Delhi: Sage.

DALRYMPLE, L. (1996). The use of traditional forms in community education. Africa Media Review, 11, 75-91.

DramAidE (2001). Annual report. 2000/2001. Kwadlangezwa, South Africa:

DramAidE Office, University of Zululand.

DUTTA, E. (1983). Introduction. In B. Sircar, Three plays (pp. 1-4). Calcutta: Seagull Books.

FRASER, C. & RESTREPO-ESTRADA, S. (1998). Communicating for development: Human change for survival. New York: I.B.Tauris.

FREIRE, P. (1970). Pedagogy of the oppressed. New York: Continuum.

FREIRE, P. (1998). Teachers as cultural workers: Letters to those who dare to teach. Boulder, CO: Westview Press.

FREIRE, P. & FAUNDEZ, A. (1989). Learning to question: A pedagogy of liberation. Geneva, World Council of Churches.

GUMUCIO DAGRON, A. (2001). Making waves: Stories of participatory communication for social change. New York: Rockefeller Foundation.

JACOBSON, T.L. (1993). A pragmatist account of participatory communication research for national development. Communication Theory, 3 (3), 214-230.

LOOTS, L. (1997). Remembering protest theater in South Africa. Critical Arts, 11, 142-152.

PAIVA, V. (1995). Sexuality, AIDS, and gender norms among Brazilian teenagers. In Han ten Brummelheis and Gilbert Herdt (Eds.), Culture and sexual risk: Anthropological perspectives on AIDS (pp. 79-96). Amsterdam, Netherlands: Gordon & Breach.

PAIVA, V. (2000). Fazendo arte com a camisinha: Sexualidades jovens em tempos de AIDS. Sao Paulo: Summus Editorial.

PICHER, M (Ed.). What is the Theater of the Oppressed? http://www.toplab.org/ whatis.htm.

SCHUTZMAN, M. & Cohen-Cruz, J. (Eds.) (1994). Playing Boal: Theatre, therapy, and activism. New York: Routledge.

SERVAES, J. (1999). Communication for development: One world, multiple cultures. Cresskill, NJ: Hampton Press.

SINGHAL, A. (2001). Facilitating community participation through communication. New York: UNICEF.

SINGHAL, A. & ROGERS, E.M. (1999). Entertainment-education: A communication strategy for social change. Mahwah, NJ: Lawrence Erlbaum Associates.

––– (2003). Combating AIDS: Communication strategies in action. Thousand Oaks, CA: Sage.

SINGHAL, A. (2004). Entertainment-education as participatory theater: Freirean strategies for empowering the oppressed. In A. Singhal, M.J. Cody, E.M. Rogers, and M. Sabido (Eds.), Entertainment-education and social change: History, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.

SUTHERLAND, L. (2002). DramAidE RBM project: Evaluation report. Durban, South Africa: DramAidE Office, University of Natal.

UPHOFF, N. (1985). Fitting projects to people. In M.M. Cernea (ed.) (1985), Putting people first: Sociological variables in rural development (pp.369-378). Oxford, UK: Oxford University Press.

WHITE, S.A. & NAIR, K.S. (1999). The catalyst communicator: Facilitation without fear. In S.A. White (ed.), The art of facilitating participation (pp. 35- 51). New Delhi: Sage.

YOUNG-JEHANGEER, M. (2002, May). Working from the inside/out: Drama as activism in Westville female prison. Paper presented to the International Conference on Convergence: Technology, Culture, and Social Impacts, University of Natal, Durban, South Africa.

VALENTE, T.W. & BHARATH, U. (1999). An evaluation of the use of drama to communicate HIV/AIDS information. AIDS Education and Prevention, 11 (3), 203-211.

Descargas

Publicado

2022-01-16

Cómo citar

Singhal, A. (2022). Empowering the oppressed through participatory theater. Investigación &Amp; Desarrollo, 12(1), 138–163. Recuperado a partir de https://rcientificas.uninorte.edu.co/index.php/investigacion/article/view/1096

Número

Vol. 12 Núm. 1: Ene - Jun (2004)

Sección

Artículos de Revisión

Licencia

Investigación & Desarrollo provee acceso libre a su contenido a quienes se registren en la página web bajo el principio de que hacer disponible gratuitamente investigación al público, apoya a un mayor intercambio de conocimiento global.  

Se ejecuta bajo Licencia Creative Commons CC BY-NC 4.0.

Ni el envío, ni el procesamiento de los artículos implica costos para los autores o instituciones de las cuales hacen parte.