Sociodrama as a tool for working with adolescents

Abstract

The article explores the use of sociodrama with adolescent groups in a suburban school in Fortaleza (CE), Brazil. Twelve students (ages 15-17) participated in six weekly meetings, and aesthetic and ludic resources (music, cordel, clay) were used to promote safety, dialogue, and protagonism. Sociodrama maximized support and reciprocity among participants. Based on psychodrama theory, the discussion highlights the method’s effectiveness in promoting school health and strengthening the student-school-community relationship