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

Abstract

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.