الدراما التعليمية بوصفها ممارسة فنية لإنتاج الوعي : نحو فلسفة تربوية جديدة للفنون في المدرسة
This article seeks to highlight the role of educational drama as a pedagogical entry point for renewing educational practice by integrating the arts, particularly theater into the development of learner awareness. It aims to propose a philosophical-educational vision that transforms the classroom into a performative and participatory space, restoring the educational and critical function of art. The article also aspires to offer practical recommendations that facilitate the integration of drama into Morocco’s educational policies and strategies. The article is grounded in a central question: How can educational drama generate a profound transformation in the relationship between the learner and knowledge within the classroom, moving education beyond rote transmission toward interaction and creativity? To develop its ideas and present its perspectives, the article adopts a foundational and analytical approach. It begins by tracing the philosophical roots of theater in Greek thought, then moves through contemporary experiments in the use of drama in education, such as Theatre in Education (TIE) and concludes with a synthetic perspective that links theory to practice through the analysis of field studies and various pedagogical experiences. The article concludes that educational drama constitutes a pedagogical alternative capable of destabilizing the traditional model of didactic instruction and establishing a school space founded on performance, participation, and representation. It is not merely a technique for facilitating learning, but rather a new philosophy of education that positions the learner as an active producer of awareness. (Published abstract)