Theatre as a cooperative learning strategy in secondary education
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Abstract
This article aims to systematize and reflect on a pedagogical experience based on Cooperative Learning, developed in the subject of Language and Literature with four first-year secondary school classes, within the framework of the unit “Human relationships in theatre and literature (dramatic genre)”. The experience involved the planning and execution of a theatrical event within the school, where students worked in small groups organized into committees with defined roles and specific responsibilities aimed at staging theatrical plays. From a formative perspective, the focus of the article is not on measuring results, but on describing learning processes, cooperative work dynamics, and the learning outcomes observed during its implementation. Based on this experience, the article discusses the main contributions of Cooperative Learning in the school context, as well as the difficulties and success factors associated with its development, highlighting theatre as a pedagogical tool that promotes meaningful learning, collaborative work, and the strengthening of school coexistence.
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References
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