The practice of theatre in the education of women during the French Revolution
The practice of theatre in the education of women during the French Revolution
DOI:
https://doi.org/10.51473/rcmos.v1i2.2025.1656Keywords:
History teaching; BNCC (Brazilian National Curriculum Base); Interdisciplinarity; Educational theaterAbstract
This text discusses contemporary changes in the teaching of History, especially after the reformulations proposed by the BNCC (National Common Core Curriculum). According to Bittencourt (2018), the traditional teaching of History had a mnemonic and exclusionary character, centered on a Eurocentric and Christian narrative that exalted the achievements of "great men."Currently, the teaching of History faces new epistemological and historiographical challenges, seeking to include previously marginalized perspectives, such as the history of Africa, Afro-Brazilian culture, indigenous peoples, and women. These transformations generate debates about the acceptance and resistance of these themes in school curricula.As a methodological alternative, the text highlights the use of theater as a pedagogical tool. The dramatization of historical events is pointed out as a more interactive and meaningful form of learning, allowing students to develop expressive, creative, and relational skills, in addition to expanding their understanding of historical content.It is concluded that the project is justified by promoting interdisciplinarity between History and Arts, reinforcing the importance of educational practices that combine historical knowledge, aesthetic sensitivity, and human development.
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Copyright (c) 2025 Prisicila Helena Zane Calisbino (Autor)
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