SCHOOL THEATRE: AN INNOVATIVE EDUCATIONAL APPROACH FOR ADDRESSING CONFLICTS IN THE CLASSROOM

Abstract

The present article classified as a research report. This dissertation aims to analyze theater as an innovative didactic strategy for addressing conflict situations at the educational institution Colegio Integrado Juan Atalaya, located in Cúcuta, Norte de Santander. It is grounded in theoretical aspects related to school theater as an innovative teaching strategy and school conflicts. The empirical study was based on a qualitative approach supported by action research. The techniques used in this study included observation and interviews, with an observation guide to focus classroom observation and a discussion group format for the interviews. The study followed the following phases: designing, planning, implementing, and evaluating creative didactic strategies centered on theater to reduce conflict situations within the institution. The diagnostic findings suggest that school conflicts in this institution are deeply rooted in individual, family, and social factors, and that current coping mechanisms are insufficient. However, the teaching staff’s willingness to explore creative strategies such as theater represents an opportunity to develop a proposal with students from the ninth and tenth grades. An Institutional Theater Program was implemented, aimed at encouraging the active participation of students, teachers, parents, and other educational stakeholders. The evaluation highlights that learning through theater is fun, useful, and meaningful, as it allows understanding problems from different perspectives and learning by doing. Theatrical activities, by combining art, emotion, and reflection, generate lasting and transformative learning experiences. It can be concluded that the pedagogical value of theater as a creative strategy motivates students to respect and value their peers.