Impacto del programa (DBP) Pedagogía basada en el teatro, en estudiantes de Bachillerato

Abstract

This research explores the transformative impact of Drama-Based Pedagogy (DBP) on the development of expressive and communicative skills in second-year high school students at the Herlinda Toral Educational Unit. The initiative arose from the necessity to reconfigure Physical Education (PE) beyond mere motor activity, conceiving it as a space conducive to emotional exploration, the strengthening of interpersonal relationships, and the diversification of self-expression forms. To this end, a 40-session program was designed and implemented throughout the academic year, integrating dynamic activities such as mime, dramatizations, role-playing, commercial productions, and contemporary dance. The study adopted a practical and comparative approach, evaluating student performance through pretest and posttest assessments. The results evidenced significant improvements: participants demonstrated greater confidence in their communicative abilities, employing both corporal and verbal language more naturally to convey emotions. Furthermore, an optimization in their interpersonal relationships was observed, manifested in an increase in empathy, self-esteem, and a predisposition to collaborative work. The sessions were characterized by high enthusiasm, more active student participation, and a more cohesive classroom environment. These findings confirm that DBP constitutes an effective tool for comprehensive student development, generating differentiated learning experiences by prioritizing corporeality, emotionality, and verbal expression. From this perspective, PE emerges as a vital domain for expression, connection, and identity construction, underscoring that the integration of theater into the educational context not only enriches the teaching-learning process but also humanizes it.