El teatro como contexto educativo no formal: un aporte a la calidad de vida de personas adultas con discapacidad intelectual
Loading...
Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
La práctica teatral como contexto educativo no formal (CENF) genera una experiencia creativa que favorece el agenciamiento de las personas a nivel emocional, político y social y se posiciona como un instrumento de acción para la democratización de la cultura, la expresión y la mejora de la Calidad de Vida (CdV) como un modelo multidimensional. El presente estudio tiene como finalidad comprender, en primera persona, los significados de personas con discapacidad intelectual (PcDI) jóvenes y adultas, sobre cómo su participación en una compañía teatral, aporta en mejorar su CdV. Para ello se utilizó un diseño de tipo descriptivo y exploratorio. La muestra fue conformada por tres artistas de teatro con DI, mayores de 18 años, que participan de forma sistemática dos veces por semana de una Cía Música- Teatro en Santiago de Chile. Se elaboró una entrevista semiestructurada que permitió la observación, análisis e interpretación de datos (Flick, 2004; Vasilachis, 2006). Los resultados permitieron evidenciar no sólo el aporte que el teatro como CENF tiene en la calidad de vida del grupo, sino que también conocer los significados espontáneos que, cómo cognición situada, tiene el grupo sobre su propia CdV y cómo entienden algunos conceptos vinculados a ella.
Theatrical practice as a non-formal educational context (CENF) generates a creative experience that favors the emotional, political and social empowerment of people and is positioned as an instrument of action for the democratization of culture, expression and the improvement of Quality of Life (QoL) as a multidimensional model. The present study aims to understand, in first person, the meanings of young and adult persons with intellectual disabilities (PcDI) on how their participation in a theater company contributes to improve their QoL. For this purpose, a descriptive and exploratory design was used. The sample consisted of three theater artists with ID, over 18 years of age, who systematically participate twice a week in a music-theater company in Santiago de Chile. A semi-structured interview was elaborated to allow the observation, analysis and interpretation of the data (Flick, 2004; Vasilachis, 2006). The results made it possible to show not only the contribution that theater as a CENF has on the quality of life of the group, but also to know the spontaneous meanings that, as situated cognition, the group has about their own QOL and how they understand some concepts linked to it.
Theatrical practice as a non-formal educational context (CENF) generates a creative experience that favors the emotional, political and social empowerment of people and is positioned as an instrument of action for the democratization of culture, expression and the improvement of Quality of Life (QoL) as a multidimensional model. The present study aims to understand, in first person, the meanings of young and adult persons with intellectual disabilities (PcDI) on how their participation in a theater company contributes to improve their QoL. For this purpose, a descriptive and exploratory design was used. The sample consisted of three theater artists with ID, over 18 years of age, who systematically participate twice a week in a music-theater company in Santiago de Chile. A semi-structured interview was elaborated to allow the observation, analysis and interpretation of the data (Flick, 2004; Vasilachis, 2006). The results made it possible to show not only the contribution that theater as a CENF has on the quality of life of the group, but also to know the spontaneous meanings that, as situated cognition, the group has about their own QOL and how they understand some concepts linked to it.
Description
Keywords
Teatro, Contexto educativo no formal, Calidad de vida, Discapacidad intelectual, Cultura, Theater, Non-formal Educational Context, Quality of Life, Intellectual Disability, Culture