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dc.contributor.authorUria Iriarte, Esther
dc.date.accessioned2021-03-29T14:11:50Z
dc.date.available2021-03-29T14:11:50Z
dc.date.issued2021-02-17
dc.identifier.citationYouth Theatre Journal : (2021)es_ES
dc.identifier.issn0892-9092
dc.identifier.urihttp://hdl.handle.net/10810/50813
dc.descriptionArtículo que recoge aquellos elementos a tomar en cuenta desde la figura facilitadora en contextos adolescentes.es_ES
dc.description.abstractThis article describes elements of research that were carried out in four secondary schools in Spain’s Basque Country—particularly concerning the role of facilitator in the study’s framework. This research studied the usefulness of theatre as a tool applied to promoting coexistence amongst secondary school students. As researcher, I designed and implemented a drama-based program in four secondary schools, and I facilitated the sessions. From my experiences, I have extracted relevant elements that may be considered by others assuming the role of facilitator: creating structure building organizational consistency, and spaces guaranteeing trust and freedom; context management and facilitator´s self-regulation strategies by drawing boundaries and developing certain doses of tolerance to uncertainty.es_ES
dc.description.sponsorshipThis work was supported by the Euskal Herriko Unibertsitatea Grant (duration: from 2014 to 2018].es_ES
dc.language.isoenges_ES
dc.publisherTaylor & Francis
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjecttheatrees_ES
dc.subjectdramaes_ES
dc.subjectfacilitatores_ES
dc.subjectsecondaryes_ES
dc.subjecteducationes_ES
dc.titlePedagogy of paradox: discovering the role of drama-facilitator in the secondary school classroomes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder(c) 2021 Taylor & Francises_ES
dc.relation.publisherversionhttps://www.tandfonline.com/doi/abs/10.1080/08929092.2020.1867682es_ES
dc.identifier.doi10.1080/08929092.2020.1867682
dc.departamentoesCiencias de la Educaciónes_ES
dc.departamentoeuHezkuntza Zientziakes_ES


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