مسرح الطفل ورهانات التنشئة الاجتماعية والثقافية من خلال مسرحية "سليمة واللقلق"

Abstract EN

Through the educational dimension of theater, social education deepens in the psychological system of the child as a coalition project that accompanies the path of his life, considering that the process of education and preparation of the child, and the refinement of his talents and his intellectual, cognitive, social and psychological rehabilitation does not stop at a certain stage, but rather the child needs continuous socialization according to the changing stages of growth he experiences and the conditions in which he lives.

children's theater seeks to promote imagination and memory in the child's social learning system by storing actions and words that appear in the axis of imitation from everyday practices, considering that what the the child acquires is only a symbolic representation of action patterns and what he learns is stored in memory to be used as a guide in future behavior.

the child is characterized by the motivation that urges him to learn sustainably from society and art, and to strive to discover the learning intention that is inhabited by the permanent movement of reality and psychological convulsions.

and behavior of the individual, so that the child contributes to his education by his integration in the system of action and theatrical reception.

as a practical approach, we will analyze a Tunisian theatrical work entitled "Salima and the stork", text by Bachir Bouali, directed by Mohamed Saleh Arous, the scenography is carried out by Imen Samet, produced by the center for dramatic and scenic art, Beja, with the support of the Tunisian ministry of culture 2022.

this piece asks the question about family relationships, customs and social traditions in an educational design directed towards children and young audiences, to transmit these customs and traditions in an evolutionary and sustainable way that affirms their role in the development.

sensory, mental and moral, while recovering the basic ideas of this tangible and intangible visual heritage and encouraging the child to think of it as a creative path of action through an artistic revision of the system of cultural and heritage consumption that has been absent from the children of today.