CREATIVE PROCESSES AND DRAMATURGY: THE EXPERIENCE OFWRITING AND READING ALOUD IN THE CLASSROOM

Abstract

Aiming to examine the dimensions of writing within theater education, this
study presents a case analysis of writing as a pedagogical practice in the curricular
component Creation and Dramaturgy Processes, part of the Technical Theater
Program at Escola Técnica XXXXX. Focusing on the trajectory of first-semester
students enrolled in the program in 2025, this work investigates the interplay between
literary reading and creative processes, posing critical questions regarding the
experience of writing and its potential contributions to an experimental artistic-
pedagogical process centered on theater. What transformations occur in the meanings
of literary texts when they move from silent reading to embodied expression through
voice and performance in the classroom? How might theater students engage with
literature as part of their artistic references, particularly when considering the
complexity of literary works beyond their thematic content? In what ways can the act of

reading be transmuted into creative production? In response to these inquiries, this
study engages in theoretical dialogue with key authors in the fields of writing,
literature, and theater, including Jean-Pierre Ryngaert (1996), Florian Vassen (2014),
Patrice Pavis (2017), Paul Zumthor (2018), Ursula K. Le Guin (2021), and more
recently Beatriz Rodrigues Machado, Juliana Sant’Ana Toivonen, XXXXXX XXXXXX
XXXXXX, Nelson Flávio Moraes, Paloma Vidal, and Thiago Henrique da Silva (2024).