Lections through Lecture-Performance. Making forgotten conflicts visible through creative innovation in International and Comparative Education

Abstract

In the supra and international scenario, conflict and education in countries involved in armed conflicts have become a powerful raison d'être on the part of both institutions and scholars, that have been developing various topics regarding politics and organization, in addition to didactics. Comparative and International Education are presently redefining its features and ontological elements and contribute to these issues, given their plural and eclectic nature. In the light of the abovementioned, this article aims to present the research and results of an innovative education project that relies on International Education to spotlight the situation of education in countries involved in conflict. The proposal gathers different actions on methodological innovation, all with a common thread: the implementation of drama-based techniques in the classroom, in particular, the Lecture-Performance, an hybrid concept which combines research and student's autonomous work with basic resources of theatrical practice. The main results of the study show that this teaching methodology encourages students to develop creativity, originality and spontaneity, fostering responsibility, tolerance and empathy in relation to international and comparative conflicts.