A formação de uma professora de teatro: trajetória afetiva em projetos de ensino, pesquisa e extensão

Abstract

This final paper is a descriptive and affective memorial of my formative experiences as a theater education student, made possible through my participation in internship components and in teaching, research, and extension projects where I was able to experience myself as an artist-teacher. In light of the formative gaps due to completing the Supervised Teaching Internships during the COVID-19 pandemic, I recount my activities in the Program for Initiation to Teaching Scholarships (Pibid/Capes), the Arkhétypos Theater Group (UFRN), the Pedagogical Residency Program (PRP/Capes), and the Potiguar Trails Project (UFRN), reflecting on the impacts of these actions on my trajectory as a theater education student. Based on the three basic pillars of the university — teaching, research, and extension — I conclude that my participation in programs and projects within these three areas played a crucial role in my professional development, significantly contributing to the formation of my identity as a theater teacher.