Process Drama in Early Childhood Education: an analysis based on Teacher-in-role and Teacher in dramatic action strategies

The article presents a reflection about a process of Drama in Childhood Education, carried out with children of preschool age in a Municipal Center of Early Childhood Education (CMEI), in the city of Curitiba/PR. The dramatic process analyzed was based on two strategies employed in the artistic performance of the researcher with the children: Teacher-in-role and Teacher in dramatic action. The proposals used simultaneously contributed to an effective communication between children and teacher/researcher, when both became authors and drivers of the dramatic process