Aprendizaje de crítica teatral en la formación docente escénica: escenarios desde una educación sensible

Abstract

Introduction: Theatre criticism constitutes a reflective space and a locus of discursive possibilities in contemporary arts education, as it articulates elements such as perception, aesthetic experience, interpretation, writing, dissemination, and critical readings. In the training of performing arts educators, it is imperative to construct pedagogical practices aimed at assessing the beneficial impact of knowledge in theatre criticism for present-day society. Objective: To design three pedagogical scenarios for learning theatre criticism in performing arts teacher education, grounded in a sensitive and dialogic education that bring to light students' particularities, learning outputs, and discursivities. Methodology: A qualitative study was conducted using a phenomenological-hermeneutic approach based on documentary analysis and the development of a theoretical-conceptual framework. Through thematic coding, argumentative units from the literature were analyzed, and a traceability matrix was constructed linking codes, interpretive notes, and design decisions. Results: The proposed scenarios articulate the student-spectator, the argumentation and revision of critical judgment, and the dialogue between the performer and the artwork. Conclusions: Performing arts teacher education becomes increasingly nuanced when valuing theatre criticism as a challenging and indispensable learning opportunity for today's context. Limitations in previous studies regarding the relationship between pedagogy and theatre criticism underscore the need to further advance this line of research.