Dramatical Games

First an ample study of &#039 was made; ' social organization of comunidade' ' , such as it was presented in that instant, having, of beginning, two groups to consider: of the pupils and the leading staff. After that, a survey became ' ' geogrfico' ' of the institution: the pavilions, the chapel, the school, the industrial building, the kitchen, the laundry and the administrative sector. In one third phase, it was initiated comment of the bureaucratic and operational functioning of the school in its some classrooms, workshops, areas of recreation etc. Finally, through the psicodramticas techniques (…). (ALMEIDA, Wilson Castello, Colored person: existencial meeting with the psycotherapies, 1991, P. 58) We use then, different resources for intervention in the pertaining to school context of creative form so that the environment of the work with the group was relaxed, and so that all participated without distrusts and resistncias, of form that the same ones were worked the activities they had been carried through with a group of As the year of the average education, whose etria band varied between 16 (sixteen) and 17 (dezessete) years. It was possible to use of some resources, Amongst them Dramatical Games, Videos, Circles of Debates amongst others and with this group we work different subjects through dynamic and circles of debates with the objective to inside provide to the learning of the educandos and its socialization of the pertaining to school conviviality. Carried through a weekly meeting, with average duration of five hours each, during seven meeting (approximately two months). In the first meeting we work with the subject ' ' Futuro&#039 draws its; ' , whose objective was To provide a reflection on the projects for the future, beyond arguing the quo is difficult and conflituosa the taking of decisions to put in practical such projects. In as the meeting we still work the subject ' ' if you were ' ' its objective was to make with that the pupils perceive the important quo are the professional choice; to think about the advantages and cons of the professions, and to argue the complicated quo are to work in that it is not liked and with people who do not choose themselves.

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