An action-based study on the channels of dramatic activity in childhood education.

Abstract

This article presents the conceptual framework, the action-based methodology and results of a study developed within education sciences, in order to understand the contribution of dramatic skills in the professional development of a childhood educator. The authors used participative observation, conversation and in-service training with nine kindergarten teachers - from three institutions at Porto-Portugal -, in order to highlight the amplitude of the correlation between objectives to be achieved and the importance of (dramatic) expression in (kindergarten) teachers. Thus, they evaluated and re-conceptualized the presence of the potential of dramatic activity as a means to recognize the articulation between personal and professional knowledge development, evoking action and creative and critical thinking, as responses to the individuals and group participants' needs.