Theater in Education: Meanings and Experience

Abstract

This study aimed to understand the meanings constructed by eight psychology students from a private Colombian university based on their experience with theater applied to education. This study is based on post-rationalist psychology and uses a qualitative approach with a narrative methodology. For the analysis based on dramaturgical-narrative elements, a tool was designed to facilitate free-narrative. Data were processed through qualitative analysis matrices, which made it possible to identify three emerging categories that explain the findings. Meanings refer to their learning experience, the questions and configurations about their own identity and the confrontation involved in an exercise of theatrical creation and its staging.