Bertolt Brecht'in tiyatro tekniklerinin eleştirel eğitimde kullanılabilirliğine dair eleştirel eğitimcilerin görüşleri
Özet
In this study, Bertolt Brecht's dialectical technique and removal of the distinction between the audience and the theatre players in his learning plays, defamiliarization technique and defamiliarization effects which are historicization and gestus in his epic-dialectical theatre were handled in terms of their usability by critical educators in learning environments. Whether these techniques are effective enough to repulse or to overcome neoliberalization, neoconservatism, and authoritarianism in learning environments and other possible contributions of these techniques were investigated with the help of the views collected from critical educators. In this respect, qualitative data was collected through the interviews made with participants. Since this study serves the purpose of establishing a new relation between Brecht's theory of theatre and critical pedagogy, it is an exploratory research. In the study, semi-structured interviews were made with nineteen critical educators. The critical educators are purposeful sampling which is determined through snowball sampling and criterion sampling approaches. According to the data collected via interviews, it has been revealed that it is possible to use Brecht's theatrical techniques in critical educators' learning environments. The use of these techniques can be effective to overcome neoliberalization, neoconservatism, and authoritarianism in learning environments. The critical educators interviewed stated that Bertolt Brecht's theatrical techniques can contribute to the critical education field and that these techniques can be used as a tool. The critical educators interviewed did not come to a consensus about the use of gestus for the language, culture, ethnicity, gender, and gender-based differences except for its use within the class-based context. Keywords: Bertolt Brecht, learning plays, epic-dialectical theatre, critical pedagogy.