A afetividade no ensino de Teatro:

uma análise de experiência de estágio remoto

Abstract

This article aims to analyze the experiences of Supervised Internship in remote teaching at school and in the community, from the perspective of the teachers responsible for the disciplines. In this article, we reflect on the idea of affectivity and welcoming in the relationship between teacher and student, since this dimension was the most highlighted in the reflections derived from the teaching experiences of the students of the third and fourth years of the course of Licenciatura em Teatro of a state University in Paraná, in the disciplines "Supervised Curricular Internship” I and III. The method used in this study is a qualitative research (TRIVIÑOS, 1987) and the instruments used were the internship projects developed during the year 2020. For the analysis, a comparative study (GONZALES, 2008) was carried out between the experiences in both fields. The main reference authors used were Freire (1996) and Bego (2016). As results we realized that, although remote teaching is subject to problematization, not only because of the limitation of the class but also because of the context in which it takes place, it is viable and can generate good experiences because the essential element for teaching is possible in both realities, remote and face-to-face: the affection.