Theater-pedagogy, a peacebuilding experience in Antioquia, Colombia. Its contributions to mental health

Abstract Research on mental health in Colombia and worldwide has emphasized a morbicentric and behavioral perspective. This article reports a case study that aimed to understand how theater-pedagogy education, as an initiative to build peace, can contribute to mental health. Due to the confluence of social theater, critical pedagogy, and the life experiences of participants, documentary analysis was carried out. Data obtained from a field diary, interviews, and discussion groups was categorized. The participants got involved in the theater-pedagogy and attended forums of theatrical performances. Elements of healing, body, playing, movement, and symbolization concerning mental health were found. This work is expected to contribute to the democratization of mental health in contexts of social suffering.

摘要 哥伦比亚及全球范围内的心理健康研究均长期秉持以病理为中心（morbicentric）与行为主义的研究视角。本文报告一项个案研究，旨在探析作为和平建设举措的戏剧教育学（theater-pedagogy）教育如何助力心理健康发展。鉴于社会戏剧（social theater）、批判教育学（critical pedagogy）与参与者人生经历的交汇融合，本研究开展了文献分析工作。研究对实地日记、访谈及讨论小组所采集的数据进行了分类梳理。参与者参与了戏剧教育学相关实践活动，并出席了戏剧展演论坛。研究发现了与心理健康相关的疗愈、身体、游戏、动作与符号化等核心要素。本研究有望为社会苦难语境下的心理健康民主化进程提供助力。