Theater-pedagogy, a peacebuilding experience in Antioquia, Colombia. Its contributions to mental health

Hernández-Holguín, Dora María; Urrea-Arroyave, Rubén Darío; Vaca-Martínez, Nelson Agustín

doi:10.1590/interface.230097

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Articles • Interface 27 • 2023 • https://doi.org/10.1590/interface.230097 copy

Theater-pedagogy, a peacebuilding experience in Antioquia, Colombia. Its contributions to mental health

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Research on mental health in Colombia and worldwide has emphasized a morbicentric and behavioral perspective. This article reports a case study that aimed to understand how theater-pedagogy education, as an initiative to build peace, can contribute to mental health. Due to the confluence of social theater, critical pedagogy, and the life experiences of participants, documentary analysis was carried out. Data obtained from a field diary, interviews, and discussion groups was categorized. The participants got involved in the theater-pedagogy and attended forums of theatrical performances. Elements of healing, body, playing, movement, and symbolization concerning mental health were found. This work is expected to contribute to the democratization of mental health in contexts of social suffering.

Peace; Mental health; Theater

Components	Modules	Goal
	Theater-pedagogy fundamentals and principles	To ease a pool of games and exercises that contribute to group trust and arouse and stimulate theatrical game actions.
	The body as an instrument	To discover the integrality of one’s body, incorporating “body and vocal” tools as raw material for individual-group exploration and creation.
Theater-pedagogy education: contents’ development	Theater of the oppressed, theater-forum, theater-image	To stimulate alternative views and new solutions to social issues, in their subjective aspect, to enrich the artistic result and political debate of social matters.
	Introspective techniques	To individually and collectively reflect on matters of the self and the social situations faced.
	Acting	To explore personal material to lead to a character related to other characters in a scenic context.
	Collective direction and creation	To put into practice methods of collective action about autobiographical material: aesthetic construction and transformation of scenic material.
	Theather-memory	To draw on subjective memories and contexts’ stories as inspirational materials for collective creation.
	Dramaturgy of the social happening	To awaken creativity vis-à-vis a process of dramaturgic creation and the construction of a poetic-theatrical happening.
Theater-work	To devise a space for research and collective creation of a theatrical play for four days and nights, which concludes with its performance and the forum with the audience.
Multiplication	To educate a group from the community in theater-pedagogy and create a theatrical play inspired by the life experiences of participants. Performance and forums in each community wrap up this component. Students from the theatrical educational space direct it.

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[1] Conflict of interest

The authors have no conflict of interest to declare.