Manual Tse en

TRAINING FOR THE SOCIO-ECONOMIC INTEGRATION OF REFUGEES
AND ASYLUM SEEKERS IN THE EUROPEAN UNION
GUIDE FOR SOCIO-ECONOMIC INTEGRATION

THROUGH THEATER PRACTICE FOR REFUGEES
AND ASYLUM SEEKERS IN THE EUROPEAN UNION
COFINANCIADO POR LA UNIÓN EUROPERA A TRAVÉS DEL SEPIE

TRAINING FOR THE SOCIO-ECONOMIC INTEGRATION OF REFUGEES AND
ASYLUM SEEKERS IN THE EUROPEAN UNION
Chapter: INTRODUCCION Page 2 of 149

ACKNOWLEDGMENTS
The present guide is the result and culmination of continuous study and practical
research conducted over two years on the applicability and efficiency of theater
as a tool for integration and inclusion among refugees and asylum seekers in
various countries of the European Union (EU). The study, in turn, is part of and
derives from the Social Ecological Theater (TSE) project, led by the Spanish
social enterprise Naturgeis, and has received invaluable and always encouraging
support from the Italian agricultural union CIA-Toscana and the Portuguese
association Corane for its execution and development.
Both the project and the manual collected below would not have been possible
without the significant financial contribution from the small-scale educational
project grants of the Erasmus+ program of the European Union. But above all,
the work that has been attempted to be documented and systematized here has
been made possible by the users of the pilot workshops carried out in Portugal,
Italy, and Spain, members of the refugee or asylum-seeking population in the
early reception phase who, from the very beginning, understood the importance
of the activity, trusted, and contributed their effort and observations to what has
ultimately been shown as a collective and collaborative effort that has proven to
be extremely rewarding. The participants in the project and the workshops are
convinced that the work done and the manual presented below will be useful for
the integration of these population groups in the near future in the geographical
scope of the European Union.
We also want to express our gratitude in these lines to the Active Social Theater
Project, organized annually since 2019 by the City Council of León, the
association Juventudes Activas, and the aforementioned social enterprise
Naturgeis, with the aim of using theater as a tool to combat social exclusion
among vulnerable populations. The decision to include, from the first edition of
their theater workshops, one exclusively for migrant and refugee populations was
undoubtedly the germ from which the Social Ecological Theater project was born

and where the theatrical didactics that are much more systematically collected in
this manual began to take shape, still in a very improvised way.
Finally, we also want to show our gratitude to the rest of the organizations,
institutions, and individuals who, directly or indirectly, made possible and/or
facilitated the set of actions and activities included in the TSE project and that
have led to this manual. Among them, we want to give special mention to the
NGOs DIACONIA-Spain, the Spanish Commission for Refugee Aid (CEAR), the
NGO Rescate, the Portuguese Red Cross, and the San Juan de Dios Hospital in
Malaga, which have played a fundamental role in our direct contact and
continuous work with the refugee and asylum-seeking population even before this
project. Also to the company IRMA and, especially, its president Juan Antonio
Sánchez Rodríguez, who helped and encouraged us from the beginning to
embark on this type of project, and without whom none of this would have been
possible; TO ADD MORE.
Finally, we can only hope that the result of this project serves for all of them to
feel proud of our work and for the greatest number of migrants, refugees, and
asylum seekers to benefit from the integrative and socio-labor insertion tool that
we have created.

INDEX
INTRODUCCION ................................................................................................................... 6
BACKGROUND ................................................................................................. 7
OBJECTIVES AND PRETENTIONS .................................................................. 9
CONTENT AND METHODOLOGY .................................................................. 10
THEATER AND SOCIETY: towards a true integrative and insertion theater ................ 13
THEATRE AS A TOOL FOR SOCIAL INTERVENTION ................................................. 14
THEATRE, INTEGRATION AND INSERTION ............................................................. 18
THEATRE FOR THE INTEGRATION OF IMMIGRANTS AND REFUGEES ........................ 24
THEATRE, REFUGEES AND AGROECOLOGY: THE TSE PROJECT ............................ 33
THE PILLAR OF AGROECOLOGY: LABOUR INSERTION, ENVIRONMENT AND RURAL
ENVIRONMENT .................................................................................................. 37
ECOLOGICAL SOCIAL THEATRE: methodological proposal for the labour insertion of
refugees............................................................................................................................... 42
PRESENTATION ................................................................................................. 43
THEATRICAL PLANNING ...................................................................................... 47
1. Pre-planning: observation of given circumstances and the 5 W's of the
theatrical insertion process .............................................................................. 49
An example: the pre-planning of the three pilot theatrical processes of the TSE project
....................................................................................................................................... 71
2. Methodological execution and structuring ...................................................... 76
I. Introductory phase: contact and initial assessment ............................................... 79
II. Initiation Phase in Theatrical Practice: Relationship and Contextualization ........ 100
III. Phase of integration and cultural insertion through theatre .............................. 119
IV. Phase of job placement in the agroecological sector. ........................................ 131
ECOLOGICAL SOCIAL THEATRE: evaluation of results, final considerations and final
conclusions ......................................................................................................................... 141

INTRODUCCION
"Theater cannot disappear because it is

the only art where humanity faces
itself.".
Arthur Miller
Page 6 of 149
BACKGROUND
The Guide for Socio-Labor Integration through Theater Practice for
Refugees and Asylum Seekers in the European Union is the result of
continuous work carried out over two years within the framework of the Social
Ecological Theater (TSE) project. The project included a series of activities aimed
at creating and developing a systematic, standardized, and widely applicable
theatrical didactic methodology. This methodology aimed to contribute, facilitate,
and promote the integration of individuals belonging to these groups into the
diverse social and labor realities of the European context, particularly in the field
of agroecology and the primary sector as a whole.
The TSE project, along with this manual and its pedagogical strategies and
didactic contents, originates from a dual observation. Firstly, from a critical
perspective, there is a notable lack, or at least scarcity, of practical mechanisms
and tools that efficiently and concretely foster direct connection and contact
between refugees and asylum seekers during their early reception phase in
various EU states and the everyday contextual realities they commonly face,
particularly within the world and labor market. While considerable economic,
material, and human efforts have been made by EU member states and the EU
itself to facilitate their maintenance and integrative processes, these efforts often
seem to focus on promoting educational and solidarity actions, valuable as they
are, without culminating in a concrete and direct integration of these populations
into their new life contexts, especially socio-labor contexts.
Secondly, the observation of previous projects by the Spanish social enterprise

Naturgeis, the parent company of the project, revealed the significant capacity
and potential of regulated and supervised theatrical practice as an integrating and
insertion mechanism at the social, cultural, and even labor levels among
members of refugee and asylum seeker groups. This observation played a crucial
role in developing the work that the Social Ecological Theater (TSE) project,
documented in this manual, aims to accomplish. Among other things, the project
intends to contribute to addressing the aforementioned deficiency.

The actions within the TSE project include an initial research phase, conducted
during the first eight months of the project, where efforts were made to locate,
examine, and analyze all available material —which is, it's worth noting, not
extensive— related to this type of integrative and insertion theater. This was
supplemented with knowledge derived from direct previous experiences with this
type of theater gained over three years of work in this field through other projects
involving these communities and theater practices.
Following this, an initial action guide was developed, outlining a theatrical didactic
approach tested in a pilot workshop with refugee and asylum seeker participants
in the city of Malaga, Spain. This initial experience served to address some
identified errors, delve into specific aspects, and refine the methodological
proposal so that it could be transferred and adapted to other contexts and
frameworks within the European Union.
To this end, a training course for trainers was designed and conducted to guide
the application of this innovative didactic approach among refugees and asylum
seekers in the Tuscany region, Italy, through the CIA-Tuscany union, and in the
Northern Border region of Portugal, through the CORANE Association. Two
additional pilot courses in these locations, with significantly different contextual
realities from the place where the initial pilot workshop took place in Spain,
allowed for further refinement of the didactic guide. This time, the focus was
mainly on making it flexible and inclusive enough to be a useful transnational tool,
not limited to overly specific workspaces or contexts, in other words, applicable
continent-wide at the European level.
Finally, with these modifications and through intensive collective work among the
different responsible parties in the didactic area of the project in the three
countries where it was implemented, the pedagogical and theatrical
methodological foundations were established for the development of this Manual
for Socio-Labor Integration through Theater Practice for Refugees and Asylum
Seekers in the European Union

OBJECTIVES AND PRETENTIONS

Among the aspirations of this manual, the main goal is to gather and present a
structured pedagogical methodology based on innovative theatrical didactics,
applicable in a standardized manner at the European transnational level. It is
specifically oriented towards the socio-labor integration of adult asylum seekers
and beneficiaries of international protection, primarily in the agroecological
sector.
Through a concrete yet flexible working proposal, the text aims to foster the
establishment of theatrical training processes that promote the transmission of
specific linguistic knowledge, European socio-cultural values and practices, and
environmental sensitivity among the targeted population. This is intended to
facilitate their socio-labor integration in alignment with their interests, previous
experience, capabilities, and personal potential.
We are also convinced that the manual and the methodology it presents will serve
to expedite the professionalization and social, cultural, and labor integration of
adult asylum seekers and beneficiaries of international protection in a rapidly
expanding sector, such as agroecology. The goal is to align the interests and
personal and professional potential of refugee participants with the growing
interest and strategic-business potential of agroecology, a sector increasingly
demanding interested and qualified workforce.
Furthermore, the proposed theatrical pedagogy aims to contribute to

environmental protection and the fight against rural abandonment and
depopulation. As it is prominently aimed at labor integration in the agroecological
sector, which promotes sustainable agricultural practices and a strong
commitment to environmental care and respect, theatrical didactics hope to
contribute to collective environmental commitment in the fight against climate
change and carbon footprint reduction. Additionally, it aims to address rural
abandonment, depopulation, and demographic aging that severely affects many
rural areas in the majority of EU member states.

Ultimately, this didactics emerges with the intention of being an effective

contribution to social theater for integration and inclusion, specifically in the still
nascent field of theatrical pedagogy and methodology among refugees, asylum
seekers, and, more broadly, among migrant populations with cultural and social
origins significantly different from those of their host country. In this regard, both
the TSE project and the Manual for Socio-Labor Integration through Theater
Practice for Refugees and Asylum Seekers aim to be pioneering reference works
that allow, promote, and contribute to the subsequent continued development of
projects and proposals focusing on integrative and inclusionary theatrical work
with these populations.
CONTENT AND METHODOLOGY

Under the proven socio-integrative value of theater, the text and the theatrical
didactic methodology contained within it intend to serve as a practical and
efficient guide. This guide is aimed at professionals in social theater and the field
of social inclusion through artistic practices who work—or intend to work—with
refugee groups, asylum seekers, and, by extension, migrant populations. The
goal is to provide them with a tool that directs their efforts toward promoting and
facilitating the social and labor integration of members of these groups in different
rural European contexts.
To achieve this, a specific didactic and methodological method is presented,

applicable through sequentially developed workshops composed of a set of four
phases: initial contact and pre-evaluation, relationship and contextualization,
deepening cultural integration (conflict and resolution), and labor insertion in the
agroecological sector. Each phase corresponds to the different procedural stages
identified in the process of approaching socio-cultural contexts, often very
different from those of their places of origin, which refugees and asylum seekers
undergo.
For each phase, a series of methodological explanations accompanied by

examples of theatrical exercises are provided to achieve the various objectives
set for each. It is important to note that many of these exercises or games are
derived from widely known theatrical methods and typologies. These include
socially oriented methods such as the Theater of the Oppressed, strictly

pedagogical methods like Glottodrama, more playful ones like Invisible Theater
or Clown, and purely artistic methods such as the Stanislavski Method, Poor
Theater, or the methodological system of Scenic Points of View, among others.
In addition to these, and generally designed to coincide with sensitive or complex

moments in the integration process for the user populations, a set of particular
theatrical exercises and games have been included. These are specifically
oriented toward socio-cultural integration and, very specifically, during the last
phase of the project, towards labor insertion in the agroecological sector for these
populations.
While the phases have been established as stable guiding standards in the
integration process, given that both pilot workshops and past experiences with
theatrical projects involving these groups confirm their general applicability, the
same does not apply to the exercises. This highlights a significant challenge
faced in developing this didactics: the notable differences between individual
users, beyond their common status as refugees and asylum seekers.
While all workshop participants, as individuals benefiting from international

protection, are inevitably compelled to undergo an adaptation and integration
process into their new life reality, this process varies widely depending on factors
such as their national, social, cultural, linguistic background, age, prior education,
capabilities, knowledge, and status in their country of origin. The application of
the proposed theatrical didactic methodology is subject to a high degree of
variability, demanding a considerable capacity for adaptation from those
responsible for its implementation, considering the diverse backgrounds of
individuals and participating groups.
Given this difficulty, one of the fundamental goals during the development
process—and one that we have attempted to make evident in this guide—has
been to create a didactic methodology that is widely applicable and generally
oriented towards the entire adult population belonging to these groups. To
achieve this, flexible and adaptable implementation mechanisms have been
included, allowing pedagogues and theater professionals to have different
options and a high level of choice when establishing the path of integration
through the various theatrical exercises and games. However, this is always
within a guided and predefined framework. In this regard, one of the main efforts
of those responsible for the manual's development has been to provide very clear
and focused methodological explanations. These show the variety of possibilities
and facilitate the correct decision-making by individuals accessing this didactic
and pedagogical method.

While the exposition and explanation of the didactic methodology represent the
most relevant part of this manual, the initial part also includes a general
theoretical reflection. This reflection is fundamentally aimed at highlighting the
potential of theatrical artistic practice and teaching as tools for social and cultural
integration. The main theories, currents, and theatrical methodologies that have
directly addressed this aspect of theater use are briefly presented. This is
followed by an exposition of the need for a "true" integrative and inclusive theater,
including a focus on the immigrant, refugee, and asylum seeker population.
To complement this initial reflective part, an argumentation is introduced and

developed, supported by the enormous potential of theatrical activity for the labor
insertion of individuals from these groups. In this sense, the effectiveness of
theatrical practice in observing and determining the participants' labor capacities
and preferences is highlighted. Additionally, an explanatory demonstration
illustrates how the selection of specific theatrical exercises, specifically oriented
and contextualized in previously determined work and activity fields, can act as a
preparatory step. This step helps members/participants of these groups become
familiar with the sectoral environment and a labor market that often substantially
differs from what they are accustomed to in their countries of origin and/or origin.
Alongside this theoretical reflection and the methodological part, the manual also
includes, in its final section, a series of mechanisms and parameters for objective
assessment—always considering the complexity of this term. These mechanisms
allow those who use the manual to retrospectively carry out a rigorous critical
examination of the effectiveness and results of integrative theatrical processes
and insertion among participants.
Finally, it is worth emphasizing that, to provide perspective, enable comparisons,

and guide users who use this manual to carry out or support an integrative
process through theater with immigrant, refugee, or asylum seeker populations,
observations, descriptions, and analyses are included. These include final
conclusions and assessments related to theatrical processes carried out during
the three pilot workshops conducted with the main objective of developing and
testing the proposed theatrical didactic methodology.

THEATER AND SOCIETY:

TOWARDS A TRUE INTEGRATIVE AND
INSERTION THEATER
"Programming a theater is thinking. And
you could also say that doing theater is
getting involved in social life, getting
involved in the struggles of that
society".
Alfonso Sastre
Page 13 of 149
THEATRE AS A TOOL FOR SOCIAL INTERVENTION
In the last decade, much has been written and studied about the potential of
theatre and dramatic art as a tool for social intervention, the latter understood as
the set of actions, proposals or policies aimed at making up for the deficiencies
of a social system that generate a negative impact. In this sense, theatre, in
addition to being an artistic discipline, is currently and increasingly frequently
observed and used as an operational and functional instrument to try to respond
to issues in which the whole or parts of society have shown problems or
shortcomings, generally linked to socio-political questions and/or situations
strongly linked to inequality and the risk of social exclusion between certain
sectors and population groups.
The social character is inherent in theatrical practice and acts at various levels.
Perhaps the most obvious is the organisational one, since its practice implies in
most cases a group and collective work and, in the case that the purpose is
representation, it also necessarily implies a direct contact between proponents
and observers, between actors and public; in addition to regularly involving a
number of technical and administrative staff.
On the other hand, it is also clear that both the dramaturgy and the selection
of the theatrical performance imply a thematic choice that is generally – at least
in the Western tradition – not made in isolation from the concerns, tastes and
preferences of the surrounding reality. Thus, even in the case of the so-called
independent works, understood as those that are not governed by strictly
commercial purposes, there is no doubt that both their creation and their choice
for preparation and rehearsal are not absolutely exempt from the influences,
problems and socio-cultural conflicts typical of the geographical and temporal
context in which they are conceived or, at least, of the affected anxieties – never
entirely eremitical – of those who decide to carry them out.
Chapter: towards a true integrative and insertion theater Page 14 of 149

Closely linked to the above, it also seems obvious that, both in their forms and
in their content, theatrical works and their representations are never born in
absolute emptiness. As a conscientious heir to classical models or in their
apparently most revolutionary and countercultural forms, more or less
consciously, theatrical practice is always indebted to a tradition whose inertia it
follows even in its most successful attempts at opposition, revolution,
transformation and/or rupturism. This inevitable diachrony, on the other hand, is
a reflection of the socio-temporal connection that is the essence of theatre, which
not only links collectives, but also, like the rest of cultural and artistic
manifestations and practices, does so through that incomprehensible and elusive
dimension that is time and its always more apprehensible evidences.
But it is undoubtedly at the educational and pedagogical level where the social
character of theatre has undergone and is still undergoing a greater
transformation from the last century to the present. This does not mean, by any
means, that it is a new aspect. A cursory observation from the first
representations of mythological events, through all the classical Greco-Roman
theater, tragedies and comedies, and the rest of the theatrical currents throughout
history until reaching the most innovative of the current contemporary works, born
in the heart of the so-called postmodernity, is enough to realize that theater is
always linked to a component of teaching. rituality, transmission of knowledge
or, at least, it acts as a tool to evidence identity and "positional" realities in the
complex social fabric.
It is true that the importance of this aspect as an ultimate intentional end, as

opposed to the character of entertainment or emotional generator also associated
with the theatre, has varied from one era to another, but it is no less true that in
no case, not even among the works and currents that presume to tend more
strongly to the exclusive stimulation of the senses or to pure entertainment. It
has disappeared completely. Theatre always says something, and in that "saying
something" there is always a certain pedagogy. This can have a teaching,
reflective, ritualistic, propagandistic, critical, propositional, expository or

demonstrative character, but theatre is always essentially a teaching, the latter

understood, as it cannot be otherwise, as an inevitably social transmission and
communication.
However, as noted above, the way theatre is used has undergone a major
transformation that has often not been sufficiently addressed. Although the
didactic nature of theatre as an artistic discipline has been based – and still does
– on the axis of the relationship between those who propose and those who
receive (the public), there is no doubt that this has been changing in order to,
within the framework of a profound process of democratisation adhered to the
facilitation of access to practice, end up generating theatrical tools whose
ultimate and/or priority purpose is not artistic representation in itself, but the
practice itself, and whose objectives and purposes vary depending on the rest of
the shortcomings related to the social aspects of theatre previously indicated.
Since Bertolt Brecht with his dialectical theatre began to establish in a

systematic and intentional way the social purpose of theatre and began to break
the hierarchical relationship between actors and audience, many advances have
been made. Undoubtedly, Augusto Boal was responsible for taking this approach
to the spectator and its participatory aspect a point further and with his Theatre
of the Oppressed he generated a methodology and way of doing things that was
introduced in a direct and concrete way into the problems, conflicts and
challenges of the audience, as soon as it becomes part of the performance and
in some way acts as a direct representative of the community and, by extension,
of society as a whole or at least of a significant part of it.(Mumford 2009)(Boal
2014)
It is precisely from these currents that what has traditionally been called Social
Theatre was erected, which in a very general way can be defined as the set of
representations, exercises and dynamics that seek to generate creative
processes linked to an awareness and active social transformation.

Greatly influenced by these first lines of work of Social Theatre and by their
objective of "using dramatic techniques as instruments for understanding and
searching for alternatives to social and interpersonal problems" (López, 2020),
and often also using the principles, techniques and methodologies they
established, it is from where other forms began to take shape and develop,
Theatrical techniques and methodologies that have social intervention as their
main focus.
It is from the understanding of theatre as an instrument of collective

transformation that new theatrical forms have begun to be developed in recent
decades, based on pedagogical practice and for the purposes of integration,
insertion and/or the fight against social exclusion. Thus, theatre has begun to be
used in a widespread and profound way as a tool for social intervention.
The proliferation of courses, workshops and theatrical dynamics whose main

purpose is not so much public representation or exhibition or artistic-creative
evolution, but aspects focused on the development of personal and/or collective
skills and often also associated with social purposes that are generally
considered as positive is the tangible and concrete demonstration of what we
have been saying. Issues such as integration, insertion, the fight against
exclusion, socialisation, the prevention of violence, the promotion of social values
of different kinds, emotional management or the care of physical and mental
health, among many others, have become the focus and guide of this new social
theatre and give an idea of the important value that its practice has acquired today
as a tool for intervention.
In this context, it should be noted that the creativity and social character
inherent in theatre have ended up serving to turn its practice into a utilitarian and
accessible mechanism that is generally and continuously demonstrating a high
level of efficiency and effectiveness for the effective resolution of certain social
shortcomings or problems and addressing some aspects that can be improved
derived directly from the context of postmodern life and its associated problems.

In particular, this social usefulness of dramatic practice has often focused in

recent years on intervention among very specific groups who, for various
reasons, have been considered to be subject to a situation of real or potential
inequality, at risk of exclusion or directly in a situation of marginalization. and
among which an attempt has been made to promote their awareness and
empowerment. On an individual level, in turn, these new lines of theatrical work
are increasingly being linked to interventions of a markedly therapeutic and/or
psychological (and sometimes even spiritual) nature, generally tending to solve,
alleviate or soften problems/challenges typical of the current period derived from
excessive individualism, stress, lack of self-esteem and/or personal management
of emotions. among others.
THEATRE, INTEGRATION AND INSERTION
Grandiloquent phrases such as integrative theatre or theatre for social

integration, among many other similar phrases, have been made and are
becoming more and more frequent to refer to some activities and presentations
of different kinds framed in the context of contemporary theatre for social
purposes. However, it is striking to note that when it comes to making an
approximation to the ultimate understanding of what exactly defines this type of
integrative (or "for integration") theater, no unanimous, clear and well-defined
answer is found.
With the exception of inclusive theatre, which in a general and well-established

way does seem to have been linked in a fairly strict way to the insertion and/or
active socialising participation of people with physical and/or intellectual
disabilities (Estévez-González 2014)Seems that the idea of linking the notions of
theatre and integration has become a huge catch-all in which there is room for
practically all kinds of theatrical activities and projects that, with dramatic
expression and practice as a guide, work or aspire to work for the insertion,
adaptation and inclusion of social groups or collectives that, For different
reasons, they consider themselves in some way to be separated, excluded or

partially different from a supposed – and largely fictitious – dominant social

majority, which is used as a benchmark of normality and with respect to which,
moreover, there is a real risk of marginalisation and isolation.
In the search for the elements that define what integrative theatre really is, it is
precisely this markedly collective character that stands out and that seems, in
some way, to give a certain sign of agglutination to this type of actions and
projects associated with theatrical activity. In the aforementioned context of the
use of theatre as a tool for social intervention, it is the collective receivers who
stand as the first great frontier between what defines integrative theatre and other
theatrical performances that, although they have social aims, do not focus
specifically on specific delimited groups and, in general, do not focus specifically
on specific delimited groups and, in general, do not focus on specific defined
groups. They tend to offer general processes or actions intended to facilitate
personal processes – usually of a therapeutic nature – among the participants,
regardless of their group membership and without the need for there to be a real
shared problem.
Linked to the previous one, the second element that is presented as a matter
of course when determining what integrative theatre is is the attribution of a
certain "vulnerability" to the groups for which the integrative or insertion action is
intended. This is, without a doubt, the most controversial and difficult element to
address and work on within the framework of projects of this type of theatre.
Beyond the possible existence of evidence that can be considered objective or
the presumed good faith of the majority of those who propose and execute this
type of theatrical activities and actions, there is no doubt that both reaching the
conclusion that there is a group in need of intervention and considering that they
have the capabilities to provide it in an adequate way are extremely sensitive
decisions that always present a number of significant challenges and risks.
The consideration that a particular human group or collective needs this "help"
or intervention is very easy to derive from a reductionist simplism or directly from
the most obscene prejudice, especially when the determination is made based

on values or considerations that are widespread and generalized at the social

level, often not subject to a process of self-reflection and questioning by the
proponents; and not from an objective, deep and continuous prior observation of
the existence of a real problem/challenge that can be addressed from a theatrical
proposal of social action among these groups.
In this sense, although it is evident and easily understandable that the vast
majority of theatrical projects and interventions do not have the time and means
necessary to carry out sociological and/or anthropological analytical fieldwork
that allows them to have a direct knowledge that can be considered sufficient of
the intrinsic and surrounding reality of the groups on which they want to act, It is
no less true that it is strictly necessary to have an antecedent approach to it and,
in most cases, to rely on experts and/or organizations that do have this
knowledge and experience.
All this to try to avoid what is undoubtedly the greatest of the defects that afflicts
many of the projects encompassed under the grandiloquent heading of
integrative theatre and which is none other than that of acting as subsidiary tools
at the service of pre-established ideas based on a more than questionable
assessment of what "normality" is. generally associated with a cultural
domination exercised by the social majority and devised by those who lead it. In
other words, a true inclusive and inclusive theatre should be one that aspires to
remedy specific deficiencies arising from the specific needs of those who
participate in it; and not the one that seeks integration to become a process of
"homogenizing" assimilation by the dominant larger society and its de facto and
media powers.
At this point, once a problem affecting a specific group has been detected, it is
estimated in the most objective way possible that it requires or can benefit from
an exogenous intervention and it is determined that the instrumental use of
theatre can contribute substantially to this line of action, There is an inexorable
questioning of the way in which this intervention can be carried out through
dramatic activity. The selection of a specific and defined praxis of action is the

third of the elements that, in our opinion, should determine any project or action
encompassed under what we have come to call, still in a very diffuse way, as
integrative theatre.
The absence of a homogeneous methodological basis and minimum shared

objectives is another of the major problems when it comes to clearly defining what
integrative theatre is. In classical Social Theatre, the common search to break
with the traditionally unidirectional character of theatrical practice and
representation in order to generate an awareness of the performance on the part
of the audience was a tangible goal that, in turn, was the one that crossed in a
transversal way and linked all the actions. projects and proposals encompassed
within this type of theatre. This, in turn, found meaning in the contextual
framework of democratization and the struggle against the oppression of the
ruling classes, and was a response based on the interest of some artistic sectors
in promoting participation, opinion, collective awareness and, ultimately, social
empowerment. All this made it possible for the theatrical projects encompassed
in this type of theatre to be closely linked by objectives, methodological forms and
a marked intention and socio-political positioning.
In contrast to this uniqueness of classical Social Theatre, the projects and

activities currently included under the heading of integrative theatre, observed as
a whole, are often characterised by a remarkable intentional and methodological
dispersion, which is what probably explains to a large extent the difficulties in
defining and delimiting it. While there is no doubt that all these proposals are
directly indebted to the chronologically recent democratisation of theatre – and of
art and cultural activity as a whole – it is no less true that the new forms of
collective theatre with social purposes seem to be characterised by a multiplicity
of options, strategies, proposals, aims, goals, commitments and methodologies.
This variability cannot be understood as negative or limiting per se, but in the
specific case of theatre for integration/insertion it does seem to be manifesting
itself as a clear sign of the lack of commitment or clairvoyance with respect to a
shared strategy and goals to face social problems/challenges.

This, on the other hand, as was the case before, can only be understood within
the framework of the context in which it develops: postmodernity, characterized
by an expansive revolution in quantitative terms of options and positions and,
paradoxically, also by the lack among these of any that has the potential to be a
reference point for ideas and unifying praxis attractive and efficient enough to rise
to the category of response to the demands of the Marxists. social
issues/challenges.
In this sense, the dispersed and diffuse amalgamation that shapes the set of
theatrical proposals and projects with social purposes is nothing but a reflection
of a much larger process closely related to the lack of clear and univocal
alternatives and positions when it comes to addressing the different social
problems of the contemporary period. In our opinion, the high level of
specialization of many of these projects and activities responds in the vast
majority of cases to the general lack of clarity in the "what" they intend to achieve
and "how" they intend to achieve it, in addition to demonstrating a frequent
absence of a clear and intense commitment to essential "whys" and "whys" that
adequately justify them and give them a sense of action and practice.
Faced with this dispersed multiplicity without a defined strategy or joint

commitment, which acts as the fourth characteristic and determining element –
in this case of a negative sign – of most of these dramatic activities and projects
with the aim of integration or insertion, it seems to have begun to draw in recent
times – mainly from the last decade onwards – a theatrical response to some of
the most prominent social (and inevitably political) problems that it has achieved
To acquire a certain integrality and cohesion under the protection, fundamentally,
of a series of specific themes that act as a core of centrality, acting as a binding
nexus and positioning and guiding many of these projects and theatrical
proposals with a specific sense and restricted to a series of very determined
ideological perspectives in the unstable postmodern context.
The gender issue, feminism and its associated demands, the integration of
migrants and refugees, the fight against drug abuse, the social reintegration of

populations at serious risk of social exclusion, tolerance of certain identity

differences previously inconceivable and/or unacceptable at the collective level
and the prevention of violence, Among others, although they are not a novelty in
the framework of theatre with social purposes, they have emerged strongly in
recent years as some of the thematic pillars and programmatic pillars around
which what we have called integrative theatre is building its differentiated identity
as a particular identifiable discipline in the context of social theatre.
The most remarkable thing about these thematic frameworks and the
objectives they adhere to is that they have been necessarily associated with
ideological involvement and political positioning. In this sense, the laxity of the
initial integrative theatre proposals, which, as has been pointed out, were initially
characterised by a certain pretension of neutrality, which in reality resulted in a
series of well-intentioned projects with little long-term social impact, have begun
to be replaced in the context of Western countries by others that are much more
committed and connected to the environment and the surrounding daily life and
that, ultimately, they are allowing the germination and emergence of a true theatre
for integration and insertion that, although it seems clear that it is still in an
embryonic moment and lacking in maturity, is beginning to glimpse an interesting
potential path as a truly useful, efficient and profound instrument of social
transformation.
Still with many and very notable shortcomings, still suffering from a certain and
profound methodological dispersion, often adhering to certain reductionist
dogmatisms, devoid of the revolutionary character of other periods, with more or
less success in its practical execution, to a large extent still orphaned of a
previous established work and theoretical corpus that serves as a starting
reference and guide, This new type of integrative and insertive theatre, however,
was born in the light of a change of sign in which theatre is no longer a single
complement or punctual patch in the treatment of certain social problems, but, as
happened during the rise of classical Social Theatre in a large part of the planet
and to a large extent continuing this work, It has re-emerged as a social tool of

the first order that, closely linked to the new identity claims, the demands of
respect and tolerance, political correctness and the new problems of risk of
exclusion associated with the contemporary period, struggles to carve out for
itself a disciplinary space of its own delimited and based on a real and practical
utility adhering to the ontological and epistemological flexibility characteristic and
demanded by the current period.
THEATRE FOR THE INTEGRATION OF IMMIGRANTS AND

REFUGEES
Within the framework of this new theatre, one of the most recent focuses and
which clearly seems to have a wider scope is that of the adaptation, integration
and insertion of immigrants in their socio-cultural contexts of reception. It is
interesting to note, because it is obviously paradoxical, that the general
application of theatre among these groups is still a very recent fact and in an
emerging phase. It is only in the last decade that purely theatrical projects,
programmes and didactic activities have begun to emerge in a systematic and
generalised way aimed exclusively at the members of this group and, moreover,
these are still really scarce in quantitative terms and, as we have already pointed
out, it was common in the framework of this new social theatre. They lack an
executive path and continuous praxis that has allowed them to establish a
consolidated theoretical, methodological and epistemological basis that guides
them in a clear and profound way.
Before continuing, it is appropriate to make a clarification regarding the inclusion

of immigrants, refugees and asylum seekers within the same work group.
Although the univocity in terms of its legal consideration is not equally reflected
in the different treatments offered by the national authorities, where there are still
notable divergences in the overall framework, there is no doubt that an immense
part of the difficulties, adaptive obstacles, risks of exclusion and problems of
integration in the host societies/cultures are shared.

Adapting to a new society and culture that is often very different – and sometimes
even exclusive in certain respects – to the original one, the difficulties of
accessing the labour market and basic services such as health, housing and
education, or learning a new language, among others, are some of these
problems that can be extended to the immigrant population as well as to refugees
and asylum seekers.
In this sense, there is no doubt that a good part of the techniques, methodologies
and theatrical projects developed for integration and insertion are valid and it is
easily understandable that it is often a work that can be extended and applicable
to both population groups, both immigrants, on the one hand, as well as refugee
beneficiaries and asylum seekers. on the other. However, it is worth noting that,
as the different legal consideration of one and the other emphasizes, there are
also a series of divergences and differences – or at least not similarities – that
have an important weight when it comes to proposing the works of integrative
theatre and insertion between them. In a very general way, these derive from the
fact that while the immigrant population, a priori and beyond the fallibility of
objective consideration by the legal system, is mostly composed of people who,
regardless of the reasons, seek to make a life for themselves in another country;
while people with refugee status and applicants for international protection are
people who have been forced to seek asylum in a host country by a previous
situation, usually traumatic. Although we could discuss – in depth and probably
endlessly – the extent to which there are not also reasons of force majeure that
explain the abandonment of their countries of origin among many of the
immigrants who arrive in the European Union, it is not questionable that in the
case of refugees this is a fact that is presupposed and that is intertwined with
their very condition as beneficiaries of international protection.
Along with this, another very relevant difference, which explains why this manual,
within the framework of the TSE project, is fundamentally aimed at refugees and
asylum seekers and not at the general migrant population as a whole, is the fact
that while the latter are generally forced to enter the labour market immediately

from their entry into the borders of the European Union, New refugees and
asylum-seekers have a relatively long period of reception and integration during
which, under the aid recognised and granted by each State associated with their
status, they have extra time – compared to immigrants – which allows them to
participate in targeted and guided integration and integration activities. Among
them are those that, like this one, use art and culture as a fundamental tool to
promote their social and labor insertion.
Although a large part of the methodology, techniques and theatrical exercises

proposed in this manual are also applicable among the migrant population, we
believe it is necessary to underline the fact that it has been prepared and
elaborated specifically for the refugee and asylum-seeking population in view of
our previous experience with this group and, specifically, taking into account
factors that are very much taken into account, such as the complications of
integration and insertion derived from their often traumatic past, and the also
indicated availability of sufficient time to face a complex and continuous process
such as the one proposed.
Returning to what concerns us, it is interesting to emphasize that this lack of

integration and insertion theatre of significant dedication to the populations of
migrants and refugees in the host countries is especially striking in our time,
where the everlasting migratory phenomenon has acquired a quantitative and
qualitative relevance of the first magnitude and has become a social challenge of
the first order. Unlike what happened until the beginning of the 20th century, when
migratory populations were often forced to renounce partially or totally their
cultural origin in favor of integration into host societies – the case of the Irish and
Italians in the United States, the Spaniards in Germany, the Spaniards in the
United States, Portuguese in Switzerland or Arabs in France, under the cover of
a supposed global multiculturalism, the new groups of immigrants tend to defend
their original values and cultural principles even in their host countries. In this
way, and embracing the idea of globalization, they are not willing to renounce
their customs and values at any price—nor does it seem to be enforceable

logically with the prevailing idea of tolerance—solely under the cover of

imperative integration.
This is undoubtedly partly explained more by an increase in cultural tolerance,

mainly in large cities, where this is perceived as almost natural in recent years,
than by the establishment of a real multiculturalism. Thus, in practice, what has
tended to produce is a ghetto phenomenon, in which immigrants and refugees,
in exchange for not losing their cultural essences, tend to seclude themselves or
limit themselves in closed groups semi-tolerated by the dominant larger society,
with which their ties and ties are generally limited to what is absolutely essential
and with which a "tangible" and full daily coexistence of proximity is not
generated.
"Immigrants who so attentively preserve all their customs, their

dresses, their cuisine, their festivals, their religion and their
language, will find it difficult to integrate into the receiving
society, except in the strict labor needs that make their
economic accommodation possible. For the rest of social life,
they will tend to group together to form closed collectivities with
nearby homes, meeting places, exclusively local shops and
businesses, village relationships embedded in the industrial city
in which they usually settle for work. However, this
phenomenon is not the exclusive responsibility of immigrant
groups. The host society tends to accept this closed life of
outsiders, and reinforces, promotes or facilitates their
confinement in special neighborhoods, trying to enshrine them
in strongholds whose self-sufficiency makes them more or less
hermetic (...) so that their disturbing exoticism, unfortunately
inevitable, can be used as a means of restriction. remain
confined to limited and precise areas. Peculiar social groups
embedded in another society. Looked at with distrust and
hostility (...)" (Campos, 2005:5).
It should be noted that, in addition to a lack of interest or a lack of awareness,

perhaps what explains the lack of proposals aimed at a real and tangible insertion
of refugees and immigrants within the framework of the new social theatre are
some of the problems associated with theatrical work with the members of these

groups. Starting with the usual complication of the language and continuing with
the mutual cultural incomprehension and all the associated difficulties, it seems
evident that facing a theatrical process of insertion of this type requires a special
predisposition, important means and an imperative prior knowledge that, as we
have already pointed out, is not always easy to access among theatrical
collectives and groups. often very limited materially and humanly, who carry out
– or intend to do – social work through dramatic art. In other words, the execution
of a project of this type seems to require a greater effort and a considerably
greater potential to face the particular difficulties and complexities associated with
these groups than other activities or proposals that we have encompassed within
the framework of the current integrative and insertion theater. They are generally
aimed at other groups of people who are culturally closer and who are also
perceived to be at potential or real risk of exclusion.
Although it is not properly dedicated to the migrant or refugee population and

is not even included in the framework of integrative theatre, among the projects
referring to the theatrical level in language didactics it is essential to point out the
project (and methodology) of glottodrama. As a result of a continuous
collaboration between teachers of foreign languages and teachers of dramatic
art, and also having important support in its development by the Erasmus+
program of the European Union during the first two decades of this century, this
new and widely recognized project/method is characterized by the use of
theatrical techniques for the teaching of foreign languages to people who do not
know it. Although this teaching can be extended to anyone and not exclusively to
immigrants or refugees, there is no doubt that it has been a theatre initiative of
global reference also for the still very few projects that have addressed the
integration of these groups through dramatic art and specifically theatre.
It is worth mentioning as a place of reference in this type of project the city of

Montreal, where for years a series of initiatives and theatrical actions have been
developed exclusively aimed at the integration or denunciation of the situation of

the immigrant population and where, precisely, it has occupied and developed a
very important role in many of the groups and dramatic projects of the city.
Explained to a large extent by the significant flow of people and labour linked
to the great economic activity of the Canadian macro-city, which attracts people
from practically all over the planet to settle there, and by the consequent and
frequent integration needs that this entails, important theatrical initiatives have
been appearing and developing in recent years in Montreal aimed at this end.
This has led to an important tradition of "immigrant theatre" or "immigration
theatre".
Within this line, one of the precursors is the programme of methodology theatre
workshops Playback1 made by the company Ollín Transformation Theatre,
headed by the prestigious director Alejandro Morán, and who since 2001 have
carried out an important and constant theatrical work aimed both at promoting
integration through acting work and at giving visibility and promoting awareness
of the problems suffered by many of the immigrants of Hispanic origin who move
to live in Montreto the.(Barreto 2008)
Partially following the line set by this company, many other groups and
collectives have worked on this issue in the Canadian city. With a methodological
proposal very different from that of Ollín Teatro, the Canaima Intercultural Group
of Performing Arts has also developed an important and outstanding work in
terms of bringing together theater and the immigrant population in the Canadian
city. In addition to being a mixed theatrical work group made up of both local
people and immigrants from different parts, mainly Hispanics, Arabs and
Europeans, several of its plays have exposed and reflected on the migratory
process and the importance of roots. Among these, the 2017 play Tramas, written
and directed by Máximo Chiaraluce and featuring a cast of actors from Argentina,
France, Algeria and Canada, stands out. The play tells the stories, often
1 Playblack Theatre is a theatrical improvisation methodology that promotes interaction with audiences in
order to develop and tell stories through a ritual structure and through empathic listening.

complicated, of a group of immigrants whose lives are intertwined. The

presentation was developed with dialogues in Spanish, French, Arabic and
Italian.
Also in Montreal, a year earlier, in 2016, the LatinArte Foundation produced

the work Somos ici, through which they wanted to transmit "the immigrant
experience of feeling part of Montreal". Directed by Margarita Herrera and written
by Florence Bobier and Leticia Tórgo, the play uses the tragic fire of one of the
city's most emblematic buildings as a backdrop to tell the story of the encounter
of a series of immigrants of Latino origin who narrate their life experiences,
reminisce and recount their memories and talk about their life dreams. With a
multilingual text, based on French, but including dialogue parts and narrations in
Spanish, Portuguese and English, the piece was well received in the capital of
Quebec and, like the previous ones, also served to give visibility to the group of
immigrants in the great Canadian city.
In line with the proposals carried out in Montreal, in recent years there has
been a proliferation of works in a large part of the world aimed at showing the
difficulties of integration of the migrant population. Some examples of this are
Migrantes, teatro para un espectador, an Argentine-Chilean production from
2017 composed of three short plays in which, from different times and areas, the
migratory phenomenon in the city of Buenos Aires is addressed.
In the theatrical play Boza!, from 2018, a group of immigrants tell and interpret
life stories of people who were forced to leave their countries in search of a
supposedly better future in Spain. The piece delves crudely into the drama of
leaving their land of origin, the odyssey to get there and the problems they face
in their day-to-day life in the European country, always from a prism and an
identifying intention that sought to move the viewer, favor a change of vision of
the migratory phenomenon and, ultimately, to promote tolerance and integration.
This play was especially interesting because it was performed and staged by the
company Teatro Sin Papeles, made up of a group of artists of six different

nationalities and who share the experience of being illegal immigrants, refugees
or asylum seekers.
In addition to this "migrant theatre" in Montreal, some interesting projects have

also appeared in recent years in other parts of the world that refer directly and
concretely to the process of refuge and reception. These include the award-
winning Phosphoros Theatre. Founded in 2015 in the United Kingdom, its main
goal is to "amplify the voices of refugees and bring them to the stage". To this
end, the company creates and produces socially committed theatrical plays,
performed by and aimed at refugees and asylum seekers. In 2024, Phosphoros
already had a total of five large-format works produced. The fourth, All the beds
I have slept in, toured the UK in autumn 2022 and concluded in February 2023.
The fifth, Tender, kicked off its tour in 2024.
Thanks to the enormous success that the company has been

reaping since its creation, it currently has and maintains its own
theatrical space dedicated to people with a history of forced migration so that
they can express, reflect and respond to their lived experience, taking control of
the narratives about the refuge from their own perspective. In addition to
carrying out occasional and regular artistic work with refugees, the
company has professional training programs for the theater sector,
providing paid work opportunities to members, artists and technical
staff, of this especially vulnerable group. Recently, two sub -groups
have also been set up within Phosphoros: the Phosphoros Young
Company, for young refugees and asylum-seekers aged 16 to 21; and
Phosphoros Sisters, for refugee and asylum-seeking women and girls.
As part of its "Metavasis Project" Hellas Caritas, in Greece, created in 2017 a

theatre group for refugees and asylum seekers at the Social Point of Caritas in
Neos Kosmos. The group is made up of people mainly from Iran and Afghanistan
and is still active to this day. Through it, a series of activities and representations
have been proposed that seek to promote the integration and insertion of the

participants in Greek society and to make known the harsh reality of the refugee
process.
But if, as can be seen in the examples given so far – and in many others – it is
notorious that the problem of immigration and international reception has had an
important and prominent thematic place within the organization and in the daily
work of dramatic creation and acting preparation of many groups, it is no less true
that this is the case. In a general way, it has led to a particular regulated
methodology or a typology of theatre that allows us to speak properly of an
integrating theatre of immigrants and refugees.
In this sense, this theatre, until now, seems to have had a fundamental link in
the operational and social objective of making visible the problems of immigrants
and reception, but not properly in having developed in a way that is linked to the
above standard processes of learning and theatrical practice that have allowed
an integral – nor partial – use of dramatic art as a tool for integration between the
members of the immigrant and refugee collective. Thus, although it is certain that
the groups that have worked with these groups have undoubtedly developed
particular techniques and methodologies that have facilitated their learning and
approach to the theatrical discipline and dramatic work, it is no less true that these
have not only not been frequently recorded or standardized, but also have not
been considered as a fundamental end or objective of the theatrical process. but
more as a means or mechanism to generate works and proposals that would
allow the social and integration problems that these groups often suffer from to
expose and denounce.
In view of the above, and in view of this shortcoming, it has already been
repeatedly pointed out throughout the introductory part of this guide that it was
the continuous observation, during a previous project2, of the benefits of the
2The Active Theatre project, organised annually in the Spanish city of León to offer theatre workshops aimed
at preventing the risk of exclusion among young people in the city, had from its first edition a workshop aimed
exclusively at the population in the early reception phase, refugees and asylum seekers.

practice of theatre among various groups of refugees and asylum seekers that
made us consider the desirability – one could almost speak of the necessity – of
generating a line of work that would be To be exclusively concerned with
developing, or at least beginning to outline, a theatrical didactic methodology
aimed exclusively at these groups. Taking into account this envisioned integrative
value and, above all, the potential that we presumed that dramatic practice could
achieve if it were possible to generate a specific and specialized methodology, it
was decided to try to start creating and shaping a true integrative and real
insertion theater intended for these populations, which is the one that we have
tried to capture in the following parts of this manual.
THEATRE, REFUGEES AND AGROECOLOGY: THE TSE

PROJECT
Prior to the TSE project, the first theatre workshops that we launched with
refugees and asylum seekers, already in 2019, served to remarkably confirm the
validity of theatre practice as a tool for intervention and early insertion between
recent hosts and asylum seekers. We learned throughout these early works with
these populations, still marked by a strong experimental character, that dramatic
practice was an exceptional instrument and especially useful in several ways.
Among the first and most obvious positive and fruitful results was that of
achieving in a relatively quick and simple way a disinhibition and loss of shame
on the part of the participants, many of whom were initially partially or totally
overcome – or at least frightened or inhibited – in the face of their new
surrounding contextual reality.
Relying on the playful nature with which we enveloped and permeated the
theatrical exercises and activities, in addition to the loss of shame and linked to
it, it was not difficult to generate an atmosphere of trust that favored interpersonal
relationships between the participants and between them and the workshop
coordinators and those responsible for the project. In this sense, in a way, the

practice of theatre was presented as one of the first doors open to the new social
and cultural world in which the participants, refugees and asylum seekers in the
early phase of reception, were entering.
Also from the first sessions of the workshops it became clear that the
workshops, consciously planned for this purpose, served to introduce the
participants to a certain social and cultural understanding of the host place. Thus,
in addition to being an efficient complement for those who did not speak Spanish
in the formal language education they received in their reception centres 3, many
of the exercises served, in an extremely respectful and delicate way, to promote
a social and cultural understanding of the host country and region, teaching
customs, forms of behaviour and some salient aspects of reality that could be
novel. complex and even shocking for the participants. It is precisely at this point
where the theatrical workshops showed a special and early performance and
where in the following editions it was deepened, applying new exercises and
methodologies4 aimed at promoting cultural understanding and, through this,
facilitating their social integration in the host place/country.
Along with this, the workshops were also planned and focused as a
mechanism of cultural expression through which the participants, in addition to
being introduced to the host culture, could show their own, making use of their
skills, knowledge and particularities at a personal and collective level. Likewise,
the classes were intended to be a space for discernment that would allow them
to move away from their concerns, on some occasions, and to make visible and
denounce the difficulties and injustices—generally substantial—linked to their
process of migratory "flight" from their country of origin and reception in a foreign
3 In Spain, Italy and Portugal, as in the rest of the countries of the European Union, during the reception
phase, reception centres for refugees and asylum-seekers offer courses to teach the language of the country
in order to facilitate its learning and improvement for those who do not know it and, in this way, to improve
the language of the country. facilitate their integration and social insertion.
4 It is worth highlighting the inclusion in the following editions of the workshops (2021 and 2022) of role-
playing exercises and the invisible theatre methodology, through which we managed to manage and prepare
in a supervised way how these were introduced into the activities that we presumed in advance would be
part of their daily life in the short term, during their first integration into the host society.

country. In this sense, a therapeutic and sociological value was given to the
activity, which was intended to serve as an outlet and mechanism of self-
knowledge for the participants, as a form of exposition and reflection on their
reality and vital interests to those responsible and, ultimately, through the
representations with which the workshops were concluded. as a form of social
denunciation and enhancer of awareness of their problems and some of the
injustices of different kinds to which they were subjected among those attending
them.
Although in general and broadly speaking, the assessment and interest in

these first workshops on integrative theatre and insertion between the refugee
and asylum-seeking population was more than positive both among the
organisers and coordinators and among the participants themselves, it should be
noted that they also served to observe and detect the limits and problems that
the use of theatre presented as a tool for its insertion type of populations.
Among these, it is essential to highlight one that was constantly and

prominently evident, and which refers to the inability of the theatrical workshops
to retain many of the participants. This, in turn, as we were able to verify through
direct observation and a process of open and continuous dialogue with the
participants and those responsible for the reception center where most of them
were staying, was explained because, although the workshops were highly
appreciated and were considered a very useful tool at the level of integration and
socio-cultural insertion, They could not compete with other activities focused on
what we soon perceived as the main concern of most of the members of these
groups: job placement.
In this way, if theatre workshops were perceived as useful, efficient and

interesting to promote socio-cultural integration and insertion, they often soon
became an abandoned or parked activity, totally or partially, when participants
were presented with the opportunity to integrate into other types of activities that
they understood that, although they were not linked to a process of integration,
They could be more useful in order to obtain and develop a paid job in the short-

term future. This observation, far from demoralizing the organizers, opened a
process of reflection and self-criticism that ended up leading to a fundamental
change in the essence of the workshops and that was none other than to make
them, if they wanted to be perceived and act as a really useful tool for these
groups, also have a functionality in the field of labor insertion.
It is from this idea that these workshops, which, as we have said, had emerged
with a high experimental component, began to take a more concrete and oriented
form. The first thing that had to be asked was whether theatre could really be of
any use in promoting this labour insertion and, if it were to be concluded – as it
happened – that it could be, it was essential to study and test how this link
between integrating theatre and labour insertion could be concretised.
Managing to include the labor aspect in the workshops was a leap forward for
our project and, even more, it was what allowed us to delve into the integrative
sense of our proposal. By directing them towards the main concern of our target
population, we obtained not only a plus of added value, but also a sense of
adhering to our objective of integration and insertion through theatre. However,
in order to carry this out, the first thing that was done was to open an open
process with the participants of the workshops to jointly observe, on the one hand,
how they thought the theatre workshops could be useful to them at a work level
and, on the other hand, to which we also gave great importance, how they would
like and prefer to be helped in terms of insertion. In this way, the aim was not only
to facilitate their entry into the world of work, but to do so in a way that would be
attractive and interesting to the participants while at the same time drawing on
their previous knowledge and skills.
As a result of this two-way dialogue process, a general idea was obtained of

the potential job aspirations of most of the refugee and asylum-seeking
population participating in the theatre workshops. Based on this and in a
complementary way, we resorted to different studies, research and the advice of
specialized organizations that allowed us to develop an overview of the
possibilities of insertion of these groups, taking into account their personal skills,

their previous training and the demands of the labor market. It was from this work
that we discovered the value of agriculture as an interest and potential labor niche
among a large part of this population.
THE PILLAR OF AGROECOLOGY: LABOUR INSERTION,

ENVIRONMENT AND RURAL ENVIRONMENT
The interest of many of the participants in the workshops, linked to the fact that
many of them had extensive previous experience in this type of work and
agricultural activities in their countries of origin and the objective observation of
their extensive knowledge in the field and their predisposition due to age and
physical condition, were an incentive to consider the possibility of using theatre
as a form of introduction to the labour market in the primary sector. In this regard,
it should be borne in mind that most of the recent host population and asylum-
seekers are young people under the age of 30 and many, especially those
arriving from the African continent, come from rural areas in their countries of
origin where the main economic and livelihood activity is agriculture5.
From the detection of this preference/inclination among many of the attendees

of the courses, the next step was to see the place that it had in the labor market
and if it was really capable of offering a dignified and adequate job opportunity
for a large majority of the interested parties who participated in the workshops
and, If so, to observe how theatre and dramatic activity could serve to convey
this connection between their interest and labour potential and their insertion in
the labour market. This was a relatively simple task, since among the organisers
and those responsible for the first integrative theatre workshops between
refugees and asylum seekers was Naturgeis, a specialised social enterprise with
5 Workshops organized with these groups prior to the project were dominated by refugees and
asylum-seekers of sub-Saharan origin, mainly from rural Mali. Most of them worked in the fields
of agriculture in their country before fleeing the armed conflict that is taking place in the country.

a long and recognised track record6 in the field of services and training in the
organic agricultural, livestock and forestry sector and which has also been the
main responsible for this project Ecological Social Theatre (TSE).
It was precisely the managers of the company who, in view of the interest in
working in the primary sector of many of the participants, raised the possibility of
trying to guide the workshops to promote their insertion in the field of agroecology,
a sector in clear economic and social expansion that increasingly demands more
people to work and that, In addition, as added values, it has the advantages of
being strongly linked to and committed to the protection and care of the
environment, while, due to its usual context of development, it tends to serve to
promote repopulation and the fight against rural abandonment, a particularly
serious problem in the region where these first workshops were held7.
This was how what has ultimately been the last of the fundamental pillars of
the TSE project was included and, in a way, the one that has made it possible to
give meaning and concreteness to the work of labour insertion of refugees and
asylum seekers through a specific dramatic methodology and which, as has just
been indicated, It was directly linked to the promotion, care and protection of the
environment and the fight against rural abandonment.
Agroecology, in a very general way, can be defined as the applicable science

that uses the implementation of "natural" ecological processes for agricultural,
livestock and forestry production and, ultimately, to generate sustainable food.
As a discipline, it is based on a series of fundamental principles/strategies such
as maximizing efficiency, adaptability, natural recycling, preservation,
diversification, technological rationality, generating synergies, solidarity and
ecological restoration. The Food and Agriculture Organization of the United
6 In 2014, the prestigious "La Caixa" Foundation, through its Social Entrepreneurship
Programme, awarded Naturgeis as one of the 20 social enterprise projects with the greatest
positive impact in Spain.
7 The province of León, in particular, and the autonomous community of Castilla y León of which
it is a part, is one of the regions with the greatest depopulation of rural areas at European level.

Nations The aim of this discipline, in its practical aspect, is to "optimize the
interactions between plants, animals, humans and the environment", but that "at
the same time it addresses the need for socially equitable food systems in which
people can choose what they eat, how and where it is produced". (FAO 2024)
Its recent popularity, largely explained by the increase in interest by a large

part of the population in taking responsible care of their food and by an
increasingly widespread social commitment to caring for the environment, has
led to an exponential multiplication of agroecological farms of all kinds in most
Western countries. Consequently, this new way of generating and producing
agricultural, livestock and forestry products has become an important strategic
subsector at the economic and social level, increasingly in need of labor and
interested and trained people involved to work at its different levels of activity.
Once the participants' interest in work had been detected, according to their
abilities and potential, and had located an economic sector where they could find
accommodation and have room for development and development, the difficulty
was to determine how theatrical practice could help to achieve this effect. To this
end, it was essential to begin a meticulous process to design a well-developed
strategy and methodology that would allow interested refugees and asylum
seekers to be introduced not only into the labour market, but also into the
agroecological labour sector.
To carry this out, we began by redesigning the workshops, maintaining during

the first parts of the process all those exercises and theatrical activities that we
had observed to be especially effective in the field of disinhibition and socio-
cultural integration/insertion, but at the same time complementing them and, as
far as possible, focusing them even more deeply towards a knowledge of the
skills. capacities and inclinations of the participants related to or that could have
a place in the field of agroecology.
Along with this, an intermediate part of the workshops was built that consisted
of a process of labor dramatization, so that what was sought was to begin to

introduce the participants in a specific way in the context of agroecological work

in various aspects such as language, gradually deepening in vocabulary and
grammar according to the potential work they could do; professional behaviour,
including exercises that showed behavioural and protocol forms, as well as
widespread work habits in the European context that were often far from those of
their countries of origin (respect for pre-established schedules, use of uniforms,
safety measures, etc.); and the processes of approximation and insertion into the
world of work. All of this was carried out mainly through simulation exercises in
which, in a dramatized way, situations similar to those they could experience
during their job placement process were reproduced.
Finally, during the final part of the workshops, it was decided to include a
complete dramatization process in which the work in a subsector within the
agroecological field was reproduced in the most realistic way possible, generally
through a structurally complete narrative. The choice of the subsector was carried
out according to the preferences of the participants – based on an overall vision,
since we did not have sufficient means or the potential to carry out absolutely
personalized training – and the knowledge and material and human resources
that we had to be able to carry it out satisfactorily.
With a sense of self-criticism, it is convenient to make an important clarification

that shows the main limitation of workshops as a tool for labor integration. The
theatrical processes aimed at the insertion in the agroecological sector among
refugees and asylum seekers were considered during their realization and in the
end as very useful in a generalized way, but it is true that in many cases they did
not allow direct access to the world of work in the agroecological sector, but rather
were a first formative step that allowed the participants to enter specialized
courses or workshops in different subjects and related activities that would allow
them to access the labor market. Thus, although it is true that a very high
percentage of the participants ended up accessing jobs in the agroecological
field, it is no less true that the specialization of the sector often required very
specific prior knowledge that required specific training in addition to what we
could provide in theatrical work. This, in fact, we do not observe as a negative

fact, since in these cases the theatrical work fulfilled the mission of being a tool
for introduction and formative insertion, but in the end it continued to function as
a facilitating mechanism in the process of finding a job accommodation.
The small-scale implementation of this theatrical project yielded results that we

value – both the organisers and coordinators as well as the participants8 – as
very positive. In addition to achieving a much higher level of involvement,
satisfaction and continuous commitment on the part of the vast majority of the
participants than we had obtained when the workshops were not primarily aimed
at their job placement, we managed to introduce them in a way that they
themselves valued as very positive in an activity or job training for which they felt
prepared and interested.
Based on the observation of these good results, in view of the above and with
the objectives set throughout this introductory chapter, mainly that of contributing
to the generation of a "true" theatre of insertion, which is efficient and utilitarian,
is how the TSE project and the theatrical methodology aimed at the labour
insertion of refugees and asylum seekers included in the next part of this manual
were conceived. In reality, and as has already been pointed out, this has been
directly based on the previous work and analysis carried out during and from
these initial workshops, but having the financial support of the Erasmus+
programme of the European Union and the joint work of Naturgeis, in Spain, CIA-
Toscana, in Italy, and Corane, in Portugal, three organisations with a high level
of commitment and an outstanding work history, An attempt has been made to
perfect the methodology, to make it extensible and standardised, so that it is
applicable on a large scale and can be a recognised reference tool in the
integration and insertion of these populations into the European framework
through theatre.
8 Knowledge of these evaluations was obtained through a series of detailed satisfaction surveys
that participants filled out anonymously.

ECOLOGICAL SOCIAL THEATRE:

METHODOLOGICAL PROPOSAL FOR THE
LABOUR INSERTION OF REFUGEES
"When theatre is necessary, there is
nothing more necessary."
Peter Brook
Page 42 of 149
PRESENTATION
As a central and core part of this manual, this section sets out the didactic
methodology proposed in order to carry out the cultural and labour insertion of
the refugee and asylum-seeking population through the practice of theatre. In an
executive way, as concrete, accessible and clear as possible, the following has
been tried to expose and guide the reader in a simple way so that he can plan
and implement a process of labor insertion between refugees and asylum
seekers through theater. All of this is based on the fundamental idea that those
who approach this text are mostly people with at least a basic knowledge of
theatre education, both in its artistic and social-integrative aspects, and also have
a previous interest in carrying out a practical process of this type.
Using a linear chronological exposition, this section of the manual has tried to
propose step by step the development of an integration workshop aimed at
refugees and asylum seekers in a comprehensive way. Thus, the first thing that
is shown is its initial planning, considering what has been called given
conditions/circumstances, understood as the series of human, spatial, temporal
and observable material components that must guide the approach and evolution
of the process so that it is satisfactory in accordance with the objectives indicated.
Although it is unfailingly an indicative part that has been approached by trying

to present relatively flexible proposals, the observation of these preconditions and
the initial planning proposal has tried to be complete, trying not to leave any
aspect unanalysed and undertaken; and precise, wanting to give relatively
rigorous guidelines with a certain pretension—undoubtedly idealistic—of
suitability, although always accommodating, adaptable and combinable with the
necessary malleability and variability of the potential application.
On the other hand, during this first part and in conjunction with the presentation
and assessment of these given conditions/circumstances, a series of guidelines
are also included to carry out an analysis as objective as possible of the needs
Chapter: methodological proposal for the labour insertion of Page 43 of 149

refugees
and particularities of each group. This is proposed so that, in a general way, the
person who decides to start the process of theatrical insertion can start from an
initial particularized observation of the problems, capacities and potentialities of
the human group with which he intends or aspires to work. This, in turn, is
essential in order to be able to carry out a methodological planning adjusted in
forms and objectives to the reality of the participants and their vital context based
on the mechanisms proposed in the next part of the methodological exposition.
In the second part, which we have called execution, the four phases in which,
as previously indicated in the introduction to the manual, the process of insertion
through theatre has been divided are included in an explanatory way.
relationship and contextualization; socio-cultural deepening and insertion; and
labor insertion in the agroecological sector.
In this part, a detailed explanation of the motives and objectives of each of

them is carried out while, in a coherent and concordant way with the above, a list
of exercises aimed at enabling the planning and practical execution of the
workshop is offered. All of these, presented and explained in depth, will serve to
offer a wide range of possibilities when designing a process adapted to the
different personal and contextual peculiarities of each participating group, already
assessed and determined previously during the first part of the process regarding
the planning and assessment of the given conditions/circumstances.
The third part of this methodological explanation focuses on formulating and

indicating the aspects and methods aimed at making the most objective
assessment possible of the insertion process. To achieve this, we wanted to
present a series of specific guidelines and recommendations —although
adaptable— both of the main parameters to be analyzed and of the ways of
measuring and evaluating them.
Likewise, also in this part, we wanted to incorporate a section dedicated

exclusively to exposing mechanisms and guidelines that allow the theatrical
process to be intertwined with an effective labor insertion, either through access

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to other types of specialized courses in agroecological work or through direct

labor inclusion in the sector.
In parallel to the above, during the three parts of this second chapter, in
addition to the explanations and exercises, constant references have been
included to the three pilot courses developed within the framework of the
development of the TSE project in order to outline and refine the methodology. In
this way, through the inclusion of passages, anecdotes, and observations derived
from these previous experiences in Spain, Italy, and Portugal, the aim has been
to exemplify, make more accessible, and expose the development of the different
phases of the process, emphasizing the evolution, the main difficulties, and the
most striking results of the process. These references to their own experiences
have also made it possible to include a series of practical advice based on and
explained through the on-site experience of the proponents of the didactic
methodology.
Along with the above, some of these difficulties or more controversial points
have also been the subject of special attention in the manual and, occasionally,
explanations and observations have been devoted to them in separate sections.
Especially complex aspects such as language, overcoming the initial fear/shame,
the evaluation of potentialities and interests or the approach to socio-cultural
shock, among others, have received special attention, knowing that they are
elements that pose a special challenge that, if not handled, can generate
significant problems or, even, failure due to collapse in the application of the
insertion process through the active practice of theatre among refugees and
refugees. asylum seekers.
Likewise, in order to comply with the highlighted need to present this

methodology as a flexible and adaptable application tool and not only as a closed
and strict proposal that could hardly cover and address the personal and
circumstantial peculiarities of each process, the methodology has been tried to
be presented as a multiple proposal that, Although it addresses certain common

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and extensible aspects, it does not seek to generate a single and exclusive path
of action, but rather to offer a limited amalgam of possibilities that allow each
person who approaches and wants to make use of this guide to partially design
their own process that is the one they consider most appropriate in view of the
observation of the circumstances. particularities and contextual and personal
conditions in which it is carried out. In this sense, the intention is that they are
precisely the ones who can finish creating this methodology in view of the
possibilities offered to them or even incorporating or varying part of the
methodological proposal included in this manual.
The set of three parts included in this second section of the manual makes up
and collects the totality of the methodological material of potential practical
application and, therefore, stands as the soul of it. In this sense, compared to the
theoretical reflection of the other two chapters of the manual and adjacent to it, it
has a fundamentally didactic character and aims to guide, enable and facilitate
the application of an open methodology that guides the learning/teaching process
that serves the ultimate objective of using theatre as a mechanism for effective
insertion in the work in the agroecological field of refugees and applicants who
wish to do so.

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THEATRICAL PLANNING
The first essential step in carrying out a process of social integration and
insertion – and any other type of insertion – through theatre is planning. Vieites
and Carides (2017: 7) make an interesting assessment when they point out and
highlight that in the formative processes in dramatic art, "knowing how to do" is
as important as "knowing how to do"; And it is precisely in this second point where
planning plays an essential role.
In a very general way, planning can be defined as the selection and

organization of all theatrical activities that will be carried out in a processual way
in response to a wide variety of factors and circumstantial and essential elements.
Much of the planning should be able to be carried out – and it is highly desirable
to do so – even before the start of the training process (pre-planning), although
the planning process should always remain open and adaptable to potential
variations throughout the course, especially during the contact phase at the
beginning of the course.
The first and most decisive of the elements to take into account when planning
are, without a doubt, the objectives pursued. However, these, in turn, operate in
a way that is inherently connected to other conditioning and often determining
elements and factors, such as the availability of human, material and economic
resources; the predisposition and interests of the participants; the development
context and its particularities; or the time available, to name just a few of the most
important.
The TSE project as a whole and the theatrical methodology in this manual
include, as a constituent part and fundamental pillar of its very existence, a series
of unavoidable objectives and circumstances of its own that inevitably determine
the potential implementation of other derivative projects that include integration
workshops for refugees and asylum seekers. In this sense, it is evident that both
the planning and the rest of the actions and activities included in any of these

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proposals based on this methodology or inspired by it are circumscribed and

guided by its general objective: to favour and promote the socio-labour insertion
of refugees and asylum seekers in the agro-ecological sector.
Along with this objective, the methodological proposal is nothing more than a
way to guide how to carry this out. Although, as we have repeatedly pointed out,
it has a flexible and to some extent variable applicability, it is still a delimiting
element and, therefore, must be observed with a certain rigor – at least in its
generality – both in its forms and in its contents when planning any process that
intends to be included or adhered to the proposal derived from the TSE project.
Even if these two elements are necessarily taken into account, there is a wide
margin of manageability and propositional character that, if not absolutely, must
be at least outlined in a concrete way. This, without a doubt, must begin to be
carried out through good planning, which in turn must be based on these
elements and which will be the first – and fundamental – step to concretize the
implementation of a theatrical process of insertion such as the one we propose.
To carry this out, it is essential to begin with a phase of observation and prior
analysis of the factors, realities and variables that affect or are expected to affect
the theatrical process. This, finally, will allow the planning phase to begin, which
will begin to be developed even before the start-up of the workshops and will be
developed mainly during this previous time and the first phase of the workshops.
In it, based on a series of self-questions and their attempt to answer them, the
foundations will be laid for, in the end, trying to bring to a successful conclusion
the process of integration and social, cultural and labor insertion of people
belonging to the groups of refugees and asylum seekers.

refugees
1. Pre-planning: observation of given circumstances and the 5 W's

of the theatrical insertion process
The principle of the given circumstances is part of the well-known

methodological proposal that the Russian director and theatre theorist Constantin
Stanislavski put forward during the first part of the twentieth century. In a
generalized way, this was adopted and is used in the theater world to refer to the
set of environmental and situational conditions and determinants that affect and
influence a character and that condition, circumscribe and explain his actions and
attitudes. Specifically, the same Stanislavski pointed out that the given
circumstances are the plot, the facts, the incidents, the period, the time and place
of the action, and the way of life; and he repeatedly stressed their character as
assumptions germinated directly from the imagination of the creator, actor or
director. (Stanislavski 1989)
Directly following this idea and mechanism of work between actors for the
preparation of characters, we have transferred the idea of using the given
circumstances to the planning of the theatrical process and, specifically, to the
previous phase of it, understood as the entire preparation and pre-production part
of the theatrical workshops in which the TSE methodology is applied for the
integration and insertion of refugees and asylum seekers.
Obviously, the observation and consideration tending to the objectivity of the

given circumstances/conditions applied in the initiation and approach of a
process of this type does not seek to generate or flourish in a particular acting
work of character creation and, in the face of the imaginative assumptions on
which it has been based as a principle of working with actors, It is based on a
work of observation and contextual analysis of the real conditions, circumstances
and particularities in which it is known, intuited or foreseen that the theatrical
process of insertion with refugees or asylum seekers will develop. In this sense,
this observation of the given circumstances is based and must be – at least –

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methodical and as objective as possible; and be based mainly on obtaining

specific and generally quantifiable data, which will be the ones that will allow the
specific planning that will guide the theatrical insertion workshops in which the
methodology set out in this manual is applied.
Generally linked to the world of journalism, the so-called 5 W's technique is

based on the posing of a series of questions that must be answered to ensure
the correct and complete transmission of information. These questions are:
What? (What?), Who? (Who?), Where? (Where?), When? (When?) and Why?
(Why?). To these, in addition to some possible variations, three others are
commonly added: To whom? How? and for what? The possibility of answering
these questions clearly, concisely and concretely is the key to the correct prior
planning of the process and, in this way, to direct and convert the theoretical
approach into praxis, into an executable practical proposal that is efficient and
has a utilitarian value. As we will see below, most of these questions can – should
and should – be answered before starting the implementation and execution of
the insertion workshops.
In a general way and broadly speaking, we have already pointed out the
"What?", the element that explains and gives meaning to this methodological
proposal and should justify the process of theatrical insertion training and which
is none other than to carry out a theatrical training that favours, facilitates and
promotes the socio-labour insertion of people with refugee status or in a situation
of asylum application, that is, the group of beneficiaries of international
protection. Along with this, other adjacent and derived aspects such as the
promotion of respect and care for the environment, the contribution to the
reactivation of the rural world or the promotion of integrative theatrical pedagogy
among these groups complement this "What?" This is a fundamental pillar that
acts as a fundamental pillar of the implementation of this type of theatrical
process.

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These, however, are nothing more than a well-intentioned declaration of

objectives which, although they play a fundamental role at the guideline level, are
not yet sufficiently specific to be considered full. Along these lines, the first step
when it comes to addressing the "What?"The main function of a theatrical
process of this nature must be to convert the objectives set into tangible and
quantifiable goals. In other words, it is necessary to transform the "What?" with
which we propose a process of these characteristics in a "What for?" It is a well-
defined and well-defined process that envelops it with meaning and turns the
ideal into an event, so that the theatrical process of insertion, in addition to being
a grain of sand in the search for a better world, is an evident endorsement that
concretely and tangibly improves the lives of those who are directly affected by it
and of society as a whole.
To do this, however, it is necessary to take into account the rest of the

questions and the specific circumstances in which the process is known or
expected to take place. Only a substantial observation, analysis and assessment
adjusted to the intrinsic and surrounding realities of the theatrical process as a
whole will allow us to transform the objectives into specific achievable goals and,
even if we do this correctly, we will always be talking about a part of the estimative
or foresight planning that, although it does not offer absolute guarantees, It will
make it possible to establish an "achievable" milestone to pursue and around
which the whole process is oriented.
In order to establish a process that is appropriate to a realistic goal, one of the

first points that needs to be resolved during the pre-planning of the process is to
clearly establish the "who?" or "who?" They will be responsible for it,
fundamentally because it should be these people who, in a main and priority way,
finish giving a glimpse of the objectives and guidelines that allow the planning of
the project to be completed.
In order to establish an ideal profile and based on previous experience both in

the courses carried out prior to the TSE project and during the pilot workshops

refugees
that were carried out to develop the refinement of this manual – which we explain
in detail below – it is necessary to point out a series of recommendations.
The first thing to remember is that this manual and the didactics contained
therein have been prepared with the primary intention of being a valuable tool
mainly for individuals, associations and/or NGOs that work on a regular basis with
groups or users who effectively receive or are likely to benefit from international
protection: refugees or asylum-seekers. This, logically, does not exclude the
possibility that other types of organizations or people, such as agricultural
organizations of different types or groups specialized in integrative and insertion
theater, can access and use the manual to carry out a process of socio-labor
insertion among these groups if they deem it appropriate and/or advisable, but it
is always preferable that people and organizations that have knowledge and
knowledge of the project are placed at the head of the project. previous
experience of this reality.
In addition to this, another fundamental piece of advice is that the coordination

of the course should not be left in the hands of a single person and that, at least,
there should be a division between those who are in charge of the didactic work
and those who are in charge of the organizational, supervision and evaluation
work within the framework of the workshops that support the theatrical process.
This separation is explained and justified by several reasons. The first and most
important is the workload, since the implementation of such a course requires
such a high level of effort and commitment that it could hardly fall exclusively on
a single person in charge. But, in addition, the existence of several managers and
the division of tasks guarantees a greater degree of efficiency.
The figure of the didactic coordinator (or coordinators) is in charge of

organising and carrying out the whole process of insertion through theatre in a
positive way. It is responsible for the pre-planning (together with the organiser),
planning and execution of the workshops, so that they end up fulfilling the stated

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objective of promoting the cultural and socio-labour insertion of the participating

users.
To occupy this position, it is advisable to opt for people who have, on the one
hand, previous experience and training in the field of social theatre and
integration/insertion and, on the other hand, who have attributes and knowledge
that may be very necessary during a process of this type, such as empathy,
tolerance, ease of communication – both verbally and non-verbally. open-
mindedness, the ability to work in a team, commitment or eloquence.
Along with this figure, the person in charge (or managers) at the organizational
level must act as a facilitator and supervisor of the process. Its mission is to, in a
parallel and harmonized work with that of the coordinator of the theatrical didactic
part, to carry out all the actions and activities that are not strictly didactic that
allow the execution of the workshops, among which are mainly included the pre-
planning (together with the didactic coordinator), the generation or obtaining of
conditions and means necessary for the preparation and execution of the
workshops (space, participation, dissemination and promotion, etc.), the
elaboration of administrative and bureaucratic procedures and, in addition, the
work of monitoring and evaluating the implementation of the project9.
The idea of extracting this last task of oversight and assessment of the work
of the didactic coordinator is explained by the observation during the pilot
workshops that, as a party directly involved and involved in the workshops, he or
she usually partially loses perspective on the process and develops an emotional
empathy with the participants. For this reason, it is considered advisable that a
third person, in this case the organiser or another external person, not so close
9 Ideally, it would be convenient to be able to divide the tasks of organization and supervision, so that there
is a different person in charge for each of them. However, based on the observation that the means for the
implementation of this type of project are generally very limited, we have decided to propose a single figure
responsible for coordinating both activities.

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to the theatrical work with the participants, be able to make a much more objective
and impartial assessment of the theatrical insertion process.
To fill this position, it is advisable to go to people with experience in the

coordination and execution of social projects and, preferably, in the field of work
with immigrants, refugees and asylum seekers, and/or people who have proven
experience in the field of training in the agroecological sector.
Along with these two figures, and also with a view to the organization and
planning prior to and then the efficient execution of the theatrical process of
insertion, it is necessary to mention the possibility—generally very convenient—
of establishing agreements with other associations or groups that work with
groups of refugees and asylum seekers. These, from what has been verified in
the pilot processes, can play a very important role in covering some of the most
important aspects of the integration process in its previous phase. Among these,
the work of rapprochement and approximation between the proposed process
and the potential users, the previous knowledge of the latter, the dissemination
of the workshops, the coordinated work with other didactic activities that the users
carry out or the obtaining of spaces to develop the workshops stand out.
More relevant than the "who?" will plan and execute the workshops and
perhaps the most important question to take into account in order to give concrete
form to a theatrical proposal of this type is the "To whom?" addresses: The
addressees of the proposal. In this sense, if we stick strictly to the didactic and
methodological proposal, we know that the participants will always be people
who, for different reasons, are in a refugee situation or in the process of applying
for asylum and, therefore, are beneficiaries of international protection in any of its
degrees or phases.
The Office of the United Nations High Commissioner for Refugees (UNHCR)
notes that Beneficiaries of (or aspiring to) international protection and asylum are
people who, for different reasons, are driven or strongly pressured to "flee conflict
and persecution. Their status and protection are defined by international law, and

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they should not be expelled or returned to situations where their lives and
freedoms are at risk." In line with this, the European Union's Common European
Asylum System (CEAS), although it has not yet succeeded in establishing a
shared asylum procedure, sets common minimum criteria for the treatment of all
refugees, asylum seekers and all asylum applications in the EU. (UNHCR,
UNHCR 2023)
In this sense, it is evident that refugees and asylum-seekers share a series of

characteristics and conditions that legally and humanly equate them and, in part,
approximate their processes of development and personal and vital development.
Among the latter, the flight from a generally traumatic and/or conflictive situation
is absolutely decisive in that it gives the idea that, unlike the majority of
immigrants who "voluntarily" seek to earn a living outside their place of origin,
refugees and asylum seekers are particularly forced or greatly pressured to do
so by circumstances that a priori appear to be strictly exogenous and not properly
as the result of a free and voluntary choice10.
Beyond the similarities derived from their very condition as refugees or asylum
seekers, however, it is necessary to emphasize that they present a series of
differentiating elements that must be taken into account during the planning prior
to addressing the integration process through theatrical practice and, even,
during the first phase of it. when direct observation will make it possible to finish
designing and defining the planning of the workshops and the insertion process.
These defining characteristics of the people who make up and participate in

the workshops will be absolutely fundamental for their planning and subsequent
execution. Among these, one of the most important in order to generate a user
profile, more for its derivations than for its significance, is national origin.
10 We have already pointed out our doubts about the extent to which the immigration process can be
considered "voluntary" in a large number of cases and situations. However, it is essential to emphasize the
"extreme force" nature of this in the case of refugees and asylum-seekers.

refugees
Knowledge of the origin of the participants will allow the observation of a series
of fundamental parameters in order to carry out a good planning and subsequent
execution of the workshops and must be taken into account as a fundamental
element when configuring the working groups or proposing subdivisions within
them.
In this sense, it should be borne in mind that the origin of the participants is
always a piece of information that is accessible a priori and that it will allow the
coordinators and those responsible for the workshops to have an idea – even if
initially provisional – about part of the advantages, opportunities and difficulties
that the different groups may present, which, in turn, will be used to create a new
information about the participants. will be instrumental in the pre-planning of the
process.
Among the most important observable characteristics, which can often be

known (or at least assumed) only from knowledge of the participants' country of
origin, are the language, the conflict or problem that explains their refugee or
asylum-seeker status, their religious faith, their socio-economic background, their
level of education and their possible source of employment. as well as others
that, as a whole, can be used to generate a general profile of the participants.
It is important to emphasize that, frequently, the knowledge of the origin of the

participants is not linked to a direct knowledge of all these associated realities on
the part of the managers and coordinators of the theatrical integration workshops.
In this sense, and in order to complete this prior knowledge, it is essential to carry
out, within the framework of prior planning, a study and research of the contextual
realities that allow a prior approach to the participants.
To carry it out, in addition to all the enormous information that can be accessed
by different documentary means, the easiest and most advisable thing to do is to
go to associations or institutions that work directly with this type of population –
even with the project participants themselves – and that have a direct and

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generally in-depth knowledge of these characteristics that we point out are linked
to the nationalities and particular origins of the participants.
The knowledge of the origin of the participants will give us, in turn, an initial
general and group knowledge that will allow us to develop a general profile that
serves as a guide for the prior planning of the process, taking into account
characteristics and factors such as the cultural-religious, the language, the
previous life context, the foreseeable work preferences or the conflict situation
that forced their departure. However, it should be clarified that this approach to
the reality of the workshops can only be completed when there is direct contact
with the users of the workshops during the first phase of the workshops,
corresponding to the disinhibition and contact. In this, it will be possible to convert
this general profile into a much more personalized profile of the participants,
which will be the one that, as we will see, we will ultimately use for the definitive
didactic planning of the insertion workshops.
Also within this "To whom?" The composition and size of the groups that will
be part of each of the workshops must be included. In view of previous
experiences and the need to personalize the theatrical process, it is advisable
that the size of the groups be limited. In this sense, after the pilot workshops that
served to perfect the didactic methodology included in this manual, the
recommendation is that they be groups that in no case exceed the number of ten
participants.
In the foreseeable case of having a greater demand for participants, it is

preferable to increase the number of workshops than to try to carry out processes
with a number that exceeds this indicated ten and, even, if possible, it is best to
have a group of between five and eight participants per workshop. This, as has
been pointed out, will serve to carry out a process that is as individualized and
particularized as possible that meets the specific needs and preferences of each
group and, even more, the individual needs of each of its members within it.

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Faced with this, the possibility of carrying out the process of theatrical insertion
with large groups (more than ten participants) presents important and serious
didactic and organizational problems that range from the difficulty of a
particularized approach to the participants to others such as the lack of
specialization, the difficulties of finding common interests in their path of labor
insertion or the cultural divergences that cause a certain disintegration at the
group level.
It is the latter that, to a large extent, allow us to address another aspect of the
formation of groups that is more complex and difficult to address than their
quantitative composition. When forming groups, in addition to their size, it is
necessary to establish and attend to a series of criteria that allow and facilitate
the correct and fluid development of the process. Among these, there is no doubt
that the length of residence in the host country is paramount – and obvious; the
national, cultural and religious origin of the participants; age; knowledge and use
of the language; and the interest of the participants in employability. Although
there are obviously many other aspects that can be taken into account when
forming the working groups of each workshop, the work proposal included here
makes these five prevail as unifying elements to be taken into account.
In this sense, and as we will also delve into when previous experiences with
this methodology are shown, it is advisable to establish groups that are as
homogeneous as possible. To a large extent, this is justified and explained by the
fact that, in addition to facilitating integration and intergroup linkages, members
of groups with specific shared characteristics often face very similar situations
and processes of integration and insertion, generally being forced to deal with
similar or very similar difficulties and problems in the host country and also
presenting, In general, they have common preferences and interests or, at the
very least, they are close to each other.
Following this idea and in the event that circumstances allow it, the general
recommendation is to try to form the groups with members who have a common

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national (or regional) and cultural origin, a close age and who have a similar
length of stay in the host country. This, in turn, we have been able to verify that it
tends in a general way to derive and crystallize in groups with similar interests in
labor insertion. All this, in addition to encouraging those interested to be
uninhibited and involved in the theatrical process, facilitates the realization of it
aimed at socio-labor insertion in a joint and stable way.
Normally, and based on previous experience, it should be noted that the

search for these common characteristics is not as complicated and complex as it
may seem at first glance. In general, waves of refugees and asylum seekers,
unlike migratory processes, are focused on their origin and restricted to very
specific places, so it is not difficult to form groups with members of similar origin
and culture or, at least, close to them.
It is common, however, that we are faced with groups of refugees and/or

asylum seekers with origins from absolutely different geographical and cultural
poles, in which case the recommendation is to establish this differentiating
criterion to form the groups. This was what happened in most cases during the
pilot workshops in which the methodology included in this manual was tested and
refined, when there was a significant and massive influx of people from the
conflict in Ukraine, who joined another important group of refugees and asylum-
seekers from the conflicts in sub-Saharan African countries. mainly from Mali, a
group of refugees from Arab countries, and another important group fleeing
political and social instability in Latin American countries such as Venezuela,
Peru, Cuba or Colombia, among others. It was precisely this situation that, after
several tests, made it possible to establish the criterion of geographical and
cultural origin as a priority in the establishment and formation of groups.
Something similar can be said of age. Although it is clear from the studies and
what has happened in the workshops that in most cases refugees and asylum-

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seekers are young people or in the first stage of adulthood11, it is no less clear
that there is also a considerable group of people in other phases of their lives,
mainly mature and advanced maturity. who are part of the group of beneficiaries
of international protection and who, as happened in the pilot workshops, can
show a marked interest in insertion through theatre. In this sense, it should be
clarified that the age difference is not an insurmountable aspect with a little will
on the part of the coordinator and the participants.
On the other hand, other aspects such as the length of stay or the level of
knowledge and use of the language, however, may present a greater margin of
variability. Something that could be clearly seen in the pilot workshops is a
notable difference in the use of the language between users with the same origin
and a similar length of stay in the host country. In this sense, in view of the
homogeneity established for the rest of the criteria indicated, it was observed that
it was advisable to introduce people with different linguistic abilities into the
language of the host country, since they favoured and supported the integration
of people with less language ability and, in the theatrical process, often acted as
mediators between the group as a whole and the coordinator. thus favoring the
executiveness and efficiency of the theatrical process as a tool for social
insertion.
As one of the potential shortcomings of this methodology, it is worth mentioning

that the workshops were more than remarkably well received by people with a
very limited time of stay in the host country. In this sense, the proposed theatrical
process has only been tested with people in the process of applying for asylum
or with a relatively short period of reception in the host countries, and it has
happened that there has been no access and possibility of testing among
refugees who have been in the host countries for a long time (more than three
11 View UNHCR's Global Trends 2023 report (UNHCR, 2023).

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years). This is easily explained by the loss of status as beneficiaries of

international protection and by the fact that many of the people who entered with
refugee status have already obtained their residency and have become part of
the world of work.
In this regard, it is obvious that the insertion proposed in the TSE project found
a greater place among newcomers or people with still very short stays in the host
country. However, with regard to the possible application of the methodology, it
is important to point out the fact that this homogeneity, in view of what we have
just pointed out, may not even need to be sought when addressing the
composition of the working groups, but in most cases it will be given per se in a
circumstantial manner.
Finally, with regard to the users of the methodology, it is required that they
have a prior predisposition to enter the agroecological sector. This, as we have
seen, is not difficult among many of the groups of refugees and asylum seekers,
such as populations of sub-Saharan and Latin American origin, where many of
their members come from rural areas, have worked in agriculture in their
countries and, therefore, tend to have a very broad predisposition to train and
work in this expanding sector. On the other hand, there was much less interest in
this type of activity by people with other geographical origins and, notably, when
the cause of abandonment of their country of origin was an armed or political
conflict that caused a sudden flight. Many of these types of beneficiaries of
international protection do not have a direct relationship or knowledge of
agricultural work and it is common for them to see it, at least initially, as an
unacceptable loss of status in the host country. However, it is worth emphasizing
that the insertion process is designed – and should be planned – in such a way
that it is accessible to any type of user who shows interest, regardless of whether
they have prior knowledge of working in the first sector.
Another fundamental element to take into account during the prior planning of
the theatrical insertion process is the "Where?". It is obvious that this, in a very

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general way, refers to a multiplicity of dimensions, ranging from the contextual,

social and political, national, regional and local reality where the integration and
insertion workshops will take place to the physical space where they are carried
out or intended to be carried out.
The methodological content contained in this handbook is designed in a

concrete and specific way with a view to its applicability in the context of the
European Union as a whole and has taken deep account of the shared reality of
most European countries. Thus, it is obvious that the proposal is specifically
adapted and interdependent with respect to the reality and context of the EU that
affects the process of reception and integration of refugees and some of its
associated aspects, such as, for example, the circumstances of the reception
processes, the international and European legislation12 in force that guides the
lines of general action around the issue of international protection or the actors
involved.
In this sense, it is based on the idea that there is a sufficiently homogeneous

European continental framework, context and awareness with regard to the
problem of the social, cultural and labour integration and insertion of refugees
and asylum seekers and their life contexts to propose a unified methodology.
However, as we will analyse in depth when we look at the pre-planning of the
pilot workshops that have served to develop and perfect the theatrical didactics
proposed in this manual, this does not mean that there is, far from it, an absolute
12Currently, the Common European Asylum System (CEAS) sets common minimum criteria and parameters
for the treatment of all asylum seekers and applications across the European Union. However, as the
European Commission itself acknowledges, "under existing rules, asylum seekers are not treated uniformly
across the EU and the proportion of positive asylum decisions in different countries also varies considerably".
In this regard, and in the context of a more general reform of EU asylum rules, in 2020 the European
Commission proposed a New Pact on Migration and Asylum, establishing a common European framework
for asylum management. The main objectives of the programme are to provide a comprehensive approach
to the management of asylum and migration, to increase the efficiency of the reception system, to promote
the fight against abuses and to provide specific support to the Member States most affected by this
phenomenon.

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similarity that allows us to ignore some of the variations at the national, regional
and local level, and that in some cases will be decisive or very influential when it
comes to proposing and planning the theatrical didactic process.
In the face of this idea, however, there is no doubt that the planning and
implementation of the process is largely subject to the particularities of national,
regional and local contexts and, particularly significantly, to migration and refugee
policies; the law and legislation in force; and integration programmes and
mechanisms. But, in addition to this, it is also important to highlight the fact that,
in a very influential way and linked to the above, the processes of integration and
insertion of refugees and those in the process of applying for asylum are closely
affected by a social attitude towards this type of population.
In this way, it is essential to highlight the need for those who organize and
execute a theatrical process of socio-labor insertion in the agroecological space
among this type of populations to observe and analyze beforehand the political,
legal and social context and climate in which they will be carried out. This will
allow, on the one hand, to adapt the process of labor insertion to the possibilities
offered by the same spatial context, but also to adapt the integration and cultural
insertion in the existing environment and general attitude regarding this type of
populations, which can range from circumstances in which reception and
reception are favored and benefited to others in which, Unfortunately, this is
viewed with suspicion or even hostile or solely as a business opportunity.
Along these lines, it should not be forgotten that this is a project of insertion in
a specific field such as work in the agroecological sector. In view of this
fundamental fact, it is essential that, in addition to the general social, political and
legal climate with respect to this type of population, the organizers of the
workshops have a basic knowledge of the socio-labor context in the
agroecological field of the areas where the insertion process is intended or
planned to be carried out, so that, even before it begins, It is possible to know in

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detail the potentialities and possibilities offered by the geo-economic context to

welcome and provide work to this type of populations.
Although this is a decision that will be made definitively during the first phase
of work with the users of the workshops according to their personal interests, it is
highly recommended that even before starting the process itself, you have at least
a general idea of the potential job offer in the sector in the geographical area
where it is going to be developed. In addition, as will be seen when the
methodology is addressed, this is essential to also plan and execute the last part
of the theatrical training process of labor insertion, in which simulations of
possible jobs to be carried out by users are carried out.
To access this knowledge, it is recommended to go to organizations or

associations that operate in the agroecological sector so that they can work in a
way that is linked to the projects within which the workshops are developed. At
this point, it is essential to determine the degree of involvement of the companies,
which can vary from simple advice to integration into the organization of the
project.
In this regard, within the framework of the TSE project, a direct collaboration
was carried out with agricultural organizations strongly involved in the work in the
agroecological sector, which made possible, in addition to better programming
and execution of the workshops, direct access to specialized training and the
world of work for users, many of whom were able to enter the sector once they
had completed their theatrical training.
Beyond this "Where?" Contextually and in pragmatic terms, it is also essential

during the previous planning phase of the process to address the question of a
physical space that allows the execution of the workshops to be carried out. In
this regard, and in a very simple way, it can be said that any conditioned space
can be used for the execution of insertion workshops, understood as one that has
appropriate dimensions for the size of the groups, adequate accessibility and is
minimally adapted for theatrical practice: clear space with the presence of padded

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floors (possibility of placing them ad hoc for the activity), absence of dangerous
objects, sufficient ventilation, access to toilets and, preferably, also changing
rooms.
In addition to meeting these absolutely essential requirements, it is also

necessary and very convenient to observe the location of the space. The
selection of an appropriate place that also presents the ideal location will favor
the participation of the users, as well as their perseverance in the theatrical
process. To select a suitable location, it is interesting to resort mainly to a criterion
of proximity to its space of vital development.
During the work prior to the TSE project and the pilot workshops within it, it
was found that the locations far from their place of residence/host not only
hindered participation, but also often prevented the establishment of a constancy
in participation, which to a large extent vitiated or hindered the execution of the
workshops and the achievement of the objectives set and planned.
In the frequent case that there is no suitable place of your own and in order to
select the appropriate spaces, a general recommendation is again to go to the
organizations or associations that work on a daily basis with this type of
population. In general, they have spaces that they usually have no problem giving
up or renting at a low cost and tend to show a high willingness to collaborate in
this aspect of the project. As an alternative, it is also common to be able to access
spaces ceded by public institutions such as city councils or local and regional
governments, in which case it should always be taken into account, in addition to
the aforementioned criterion of proximity, that often the achievement of the
cession of these spaces usually requires a previous time to address application
procedures. which necessarily implies doing it well in advance so that they are
available when the theatrical workshop is scheduled to start.
Along with this base space to give the workshops and in response to the
methodological proposal, it is also necessary to be able to go to appropriate
spaces to carry out the invisible theatre exercises proposed during the third

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methodological phase and, although not absolutely necessary, it is

recommended to access, at least during one of the days of the workshop, to a
specific space in which work is carried out in the agroecological sector that has
been selected to be formed through theatre during the last phase.
Access to the former is not complicated in view of the fact that what is sought
is to carry out exercises that favor the integration and insertion of users in
everyday situations and spaces of the contextual reality of the host place, all of
which are very accessible. On the contrary, access to a real workspace does
require prior planning and, in many cases, this will be feasible depending directly
on the possible agreements indicated with companies or organizations working
in the sector. In any case, previous experience has shown that the vast majority
of companies working in the agroecological sector tend to show a broad
predisposition to participate and collaborate with workshops on this point. This
first approach, moreover, also often serves as a hook to later promote a direct
job or training insertion in the sector of the participants of the workshops.
In contextual terms, when it comes to carrying out the preliminary planning

phase of the theatrical insertion process as important as the "Where?" it's the
"When?" This, on the one hand, also refers to the particularities of the social,
political and cultural contexts at the national, regional and local level that end up
drawing a particular social climate and opinion around migration and the
reception of refugees in the period in which it is decided to carry out the process
of socio-labor insertion through the workshops.
In this regard, it is essential to emphasize that this type of process will be much
easier to carry out in social contexts in which the migratory and refugee
phenomenon are willingly accepted or even promoted in some way, although
precisely for the same reason they will be processes that have less relevance for
users. who will almost certainly find a wide variety of integration and insertion
options. On the contrary, theatrical workshops of this type will be much more
relevant at a social level in those spatial and temporal contexts in which an

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attitude of suspicion or direct opposition to the presence of this type of group

predominates. It is in these climates and social environments where a process of
integration and insertion such as the one proposed becomes especially relevant
both for users, who will have at their disposal an exclusive or almost exclusive
tool, and for society as a whole, where projects and initiatives of this type become
essential to favor and promote a change of perception and avoid an
entrenchment of the situation —often unjustified or promoted selfishly by certain
groups of power—of rejection.
Inside the "When?" And for practical purposes, another aspect that must be
addressed and decided during the pre-planning is the exact time of realization
and the duration of the workshops. In this sense, as we already pointed out in the
first part of the manual, one of the great advantages of refugees and asylum
seekers during their first period of stay compared to other groups, as users of
theatre workshops, is that they usually have time and are partially freed from
other obligations, which allows them to tackle a process of relatively long
duration. This, however, should not be interpreted as an absolute free hand when
it comes to proposing excessively long or intense processes that may alienate or
intimidate potential users.
Although the ideal in didactic terms for an efficient execution is to propose a

process sustained over time, it is essential to establish a deadline for the
execution of the workshops that, in addition to observing the didactic interest,
also attends to the possibilities of the users, so that it adapts and adapts as best
as possible to their possibilities in terms of time and dedication. In this sense, it
is essential to have a balanced approach that allows the establishment of a stable
theatrical process that is sufficiently intense and long-lasting to be efficient in
terms of integration and insertion, but at the same time realistic and adaptable to
the time and disposition that users can and want to offer.
The didactic team has not wanted to establish a fixed deadline and to a large
extent this will depend on other observations such as those exposed above

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referring to the groups of potential participants, taking as a reference the four

phases into which the process has been divided and the deadlines used during
the pilot courses, it is considered that the process should have a duration of
between 24 and 72 hours. distributed between two and four months; with a
weekly periodicity of one or two sessions to ensure continuous work; and with a
variable duration per session of between one and a half and three hours. These
deadlines are established as a guideline according to what the teaching team
considers appropriate to carry out the process, but it should always be taken into
account that these must be adapted depending on the context and the users,
factors such as, among others, their abilities and their predisposition.
Also within the time frame of the courses, another very relevant factor must be
taken into account, which is their link to the agroecological sector. In order to
provide a viability of labor insertion in the real and tangible sector, something that
must be taken into account are the types of agroecological activities that are
carried out in the area where the course is taught and, specifically, the periods in
which these activities require more labor. In this way, it will be possible to try to
schedule the workshops in previous periods and calculate their end before these
periods begin and, in this way, favor the potential labor insertion of the
participants. Likewise, this will also allow that, in the event that activities adjacent
to the workshops are planned, such as talks/presentations related to the sector
or visits to the workspaces, these can be carried out in periods of low workload,
facilitating their execution and the attention of the staff and workers responsible.
In addition to the length and temporal organization of the course, it is also

important to pay attention to its location in the calendar, so that it is also as
adapted as possible to the interest of the users. To this end, it is especially
advisable as far as possible to try to prevent the process from being interfered
with by prolonged vacation periods that interrupt it, but it is possible that in certain
places certain seasonal considerations may have to be observed punctually that
prevent or hinder the correct execution of the process.

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Along with all the above questions, others that are absolutely fundamental and
necessary to consider and respond to when addressing a theatrical process of
integration and labor insertion between refugees and asylum seekers such as the
one proposed are the "Why?" and the "What for?" These, in addition to referring
us to the already indicated objectives of the TSE project and the processes that
derive from it, suppose an ontological and political questioning with respect to the
role of promoters and organizers of this type of process.
It is obvious that the decision to face, plan and execute a theatrical process of
this type must be supported by a social commitment partly associated with a
partisan vision of the integration and insertion of these groups. Thus, it is difficult
for a process of this nature to be sustained solely on utilitarian reasons — which
is also the case — without these being linked to an ideological position based on
the observation of international protection and human rights not only as
unavoidable realities in view of events, but as desirable objectives in the
framework of a general struggle for human dignity in universal terms. against
injustice and in favour of values such as tolerance and fraternity among nations,
peoples and individuals as a whole.
Thus, the TSE project, this theatrical methodology and any of the projects
derived from it cannot be understood solely as a tool for circumstantial and/or
exclusively contextual action, but must operate moved and motivated by a spirit
– more tangible and achievable than ideal – of international justice, humanism
and humanitarianism. This commitment, however, can and must address the
contextual circumstantial circumstances in terms of the execution of theatrical
projects and processes, so that these sustaining values are directly linked to
praxis in an efficient way to contribute to what ultimately moves—or should
move—all social projects: improving the life of the collective ensemble and of
each of its members in isolation.
Along these lines, in addition to this general vision, the projects derived from
the proposed methodology for the labour insertion of refugees and asylum

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seekers must have a particular contextual framework (where and when) that, on
many occasions, will be the one that ends up justifying or explaining both the
execution of the project and many of its forms and constituent elements.
The answer to all the questions and questions raised above constitutes the
first phase of the planning of a theatrical project for socio-labor insertion. This is
an absolutely essential step to ensure the correct development of the process.
This will take some time and, with the exception of part of the observation
regarding the participants of the workshops (to whom), which must be completed
during the first phase of the workshops, the rest of the questions can and should
be answered clearly and concisely during a period prior to the start of the
workshops, the duration of which may vary. but that in no case should it exceed
the period of one quarter.
Once, taking into account the given circumstances and conditions, it is known
precisely what the workshops are intended to achieve in a concrete way, who will
be in charge of delivering and organizing them, in what spatial and temporal
context they will be carried out, in what exact place and for what specific time and
why and for what purpose a project of this type is necessary, It will be in a position
to move on to the next phase of implementation. This is a direct reference to the
"How?" of the workshops, that is, to the specific way in which the process will be
proposed and the methodology that will be used to achieve our objective of
insertion and integration. This is precisely what has been addressed in a concrete
way in the next point of this manual and, as has been pointed out repeatedly, an
attempt has been made to offer a flexible methodology that allows this how to be
adapted to the specific characteristics of each integrating situation, which can be
observed precisely and mainly in the questions already posed and answered.
But before going into the didactic methodology, in the next section and to
conclude this point of the manual, a section has been included in which the
theatrical experiences that those responsible for the TSE project had during the
planning of the pilot workshops are collected and exposed, which to a large extent

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have been a basis for the development and improvement of the methodology. In
this way, it is intended to exemplify in a concrete and evident way this planning
of several theatrical processes in different and differentiated circumstances so
that this can serve as a guide to the reader or readers in the face of a potential
implementation of the proposed methodology and, above all, in the face of the
initial planning and prior to the execution of the workshops. It has been intended
to highlight, above all other aspects, the initial problems and doubts, as well as
their solutions, in these planning processes in view of the fact that these, it is
understood, may be the same or very similar to those that those who decide to
launch a project-process of these characteristics will encounter and will have to
face.
An example: the pre-planning of the three pilot theatrical processes of the

TSE project
In accordance with the relevance of the pre-planning process indicated, the

first step that those responsible for the execution of the Social Ecological Theatre
project took when launching our corresponding pilot workshops in Spain, Portugal
and Italy was to address this process.
All the organizations opted for the planning and development of the workshops
to follow the proposed division of functions, so that each of them had a marked
separation between the coordinator responsible for the organization and at least
one theater coordinator responsible for the didactic execution of the workshops13.
Likewise, the tasks of evaluation and oversight of the processes were partially
outsourced in the case of the processes in Portugal and Italy, since this work was
carried out by the general didactic coordinator of the whole project, belonging to
the Spanish part, the company Naturgeis.
13 In the case of the Italian organization CIA-Toscana, it chose to have two people in charge of the
workshops. This was very interesting because it allowed for an even more complete theatrical work with
greater perspective.

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In addition, also during a phase prior to the implementation of the pilot

workshops, a detailed observation was made (which ultimately proved to be quite
accurate) of the potential groups of refugees and asylum-seekers who would
participate in the process. In this sense, and in contrast to what had happened in
other previous workshops with these groups in Spain, we found the difficulty that
the origin of these groups would be much more varied and heterogeneous, in
addition to observing that the armed conflict in Ukraine was very likely to
determine to a large extent the origin of the participants. making us foresee a
majority participation of people from the Eastern European country, a fact that
subsequently did not materialize.
With a very general idea about the possible participants and under the
expectation that we would have mostly groups with limited knowledge of the
native language in each of the countries, the next step we took was to observe
the format of the workshops. In this regard, it is important to note that, according
to what was previously established in the project, the three organizations had
some of the pre-established conditions. In this sense, and mainly with a view to
the execution of pilot workshops that would ensure sufficient and valid
measurement and testing processes, a minimum number of 20 participants per
workshop had initially been established with a total of 48 hours of workshop per
organization. In this sense, and in view of the observed difficulty of undertaking
theatre workshops with such a large number of participants who are foreseeably
unfamiliar with the native language in each of the countries, the three
organisations agreed and opted, with the consent of the Erasmus+ programme
that financed the project, to carry out two theatre workshops each, dividing the
group of participants into groups of ten. The result was six pilot workshops with
uniform groups of ten participants each.
Once this was done, the three organizations opted to reach out to
organizations that could facilitate our access to refugee and asylum-seeking
populations in our respective regions. In this sense, Naturgeis reached a
collaboration agreement with the Spanish Agency for Refugee Aid (CEAR) and

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with the NGOs Rescate and Diakonia-España so that they could publicize and
promote participation in the workshops that were going to be held in the city of
Malaga. In the same way, Corane reached an agreement for the same purposes
with the Red Cross in Portugal and CIA Toscana attended Pane and Rose, a
renowned social cooperative that works in early reception in Italy. These
agreements were essential to be able to access the users and, ultimately, they
were what made it possible to carry out the workshops effectively.
The results in terms of the participating users who signed up for the workshops
offered very different results, so that in Spain a total of 20 participants were
obtained from very different origins and levels of adaptation, but most of whom
spoke Spanish and some had already lived in the country for some time. In
Portugal there was also a wide diversity of origins, but unlike in the Spanish case,
most of the participants did not speak Portuguese. In addition, most of the
participants entered the workshop through the intermediary of the Portuguese
Red Cross, which had reported that almost all of them were part of a labour
insertion programme that the international organisation is carrying out in the area
and, therefore, were already working, many of them in the agricultural sector. In
Italy, most of the participants registered were young people of North African
origin, from Bangladesh and India, most had a very short temporary stay in the
country and practically none were Italian speakers.
In accordance with this, and in response to previous observations on the type

of participants, three different plans were proposed. In Spain, the separation by
groups was carried out according to the origin of the participants, one of the
groups being mostly made up of people of Latin American origin, who had
Spanish as their native language and who, in addition, were supposed to have a
cultural proximity to the receiving country, Spain, high enough so that the
processes could focus almost from the beginning on prioritizing labor insertion.
The other group was made up of people of North African origin and Eastern
Europe (Ukraine and Russia) and at first it was expected that they would present
problems with the use of the language and with cultural adaptation, so a theatrical

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process was planned more focused on language and social insertion, although
later this had to be modified because most of the users spoke Spanish acceptably
and did not present serious problems of adaptation.
In Portugal, on the other hand, the division of the groups was carried out with
priority in mind the time availability of the participants. The result was two different
groups and only in the second group were there a small part of the participants
who spoke Portuguese. In view of this and the fact that practically all the
participants did have an effective job placement or were studying, it was decided
to prioritize the language issue and socio-cultural insertion over the labor one.
Once these agreements were established, the next step was to find the
physical spaces for the execution of the workshops. In this sense, it was agreed
to prioritize spaces that are easily accessible and that meet the minimum
conditions for the execution of the workshops. Thus, Naturgeis established
another agreement with the San Juan de Dios Hospital Center in the city of
Malaga, which provided its facilities for the workshops. For its part, the
Portuguese organization Corane made a collaboration agreement with the
Municipal Theatre of Bragança to use its facilities, in the city centre, and with the
city's Polytechnic Institute, the local university, to host the theatre workshops. In
Italy, CIA-Toscana established an agreement to carry out the workshops at the
headquarters of the Pane e Rose social cooperative in the city of Prato.
While these organizational activities were being carried out, the organizations
also dedicated an important effort to making a contextual analysis at the political
and social level to know the realities and challenges that potential participants in
the process could face. In this sense, the case of Italy was very striking, where
our study and analysis allowed us to conclude that the existence, linked to the
advance of an ideological movement and a marked media disinformation, of a
hostile attitude by a large part of the local population towards this type of
population and the phenomenon as a whole was foreseeable. In Spain this
situation, if not so marked, was also a fact that we believed could affect the

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situation of the users of the workshops; while in Portugal the problem did not
present itself a priori so much in a political and/or ideological aspect, but we did
believe that there could be a certain cultural distrust linked to what we interpreted
as a certain traditionalism and conservatism typical of the city where the
workshops would take place, Bragança, a small place, deeply rooted in its own
cultural forms and modes and less accustomed to contact with this type of
population than Prato or Malaga. This heterogeneity of situations, on the other
hand, and beyond the difficulties associated in each of the cases, seemed very
interesting to us in view of the process of theatrical testing and experimentation
with the workshops that we were about to start and which, it should be
remembered, aspired to lead to a transnational methodology applicable in all the
states of the European Union.
Another aspect that we had to address in practical terms was when to conduct
the pilot workshops. Although it is true that the project marked a fairly closed date
for completion, there was some margin in terms of the timing of the workshops.
Thus, for example, the processes carried out in Spain were carried out, as
planned, during the spring of 2023 and the two groups formed worked in parallel
for two months on different days of the week with a periodicity of a class of three
hours per session; and one weekly session per group. In Portugal and Italy, the
workshops were scheduled, as planned, at the end of 2023. In the case of
Portugal, two workshops were chosen in successive intensive processes, with a
greater frequency than that established in Spain: four sessions a week. In Italy,
a bi-weekly periodicity was chosen, one class during the week and another on
weekends, over two workshops with a certain margin of time between them,
which allowed for a more in-depth analysis process that, in turn, allowed
improvements and refinements to be made between one workshop and the next.
Once we were clear and planned the above aspects, it was decided to launch
the workshops. While it is true and it is important to emphasize that not everything
pre-planned was adjusted to what would later happen during the execution of the
workshops, it is less true that addressing these aspects at the beginning was

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what allowed us to begin to make it a reality and served as a support to face the
theatrical processes with guarantees. In this sense, it is necessary to emphasize
that, although prior planning does not need to be perfect, both its practical
aspects and the previous analyses are essential to ensure the implementation of
the workshops.
2. Methodological execution and structuring
In order to finish planning the theatrical process of socio-occupational insertion

and then to be able to execute it in a correct and utilitarian way, it is essential to
know the possibilities and the specific way in which it will be carried out.
Answering this question is the most important point of this manual and the main
focus of the TSE project. Thus, among the specific goals of the project during its
development, the most important has been to be able to carry out the design and
approach of a methodological proposal for theatrical training that would serve to
guide and orient processes of socio-labor insertion in the agroecological sector
of the refugee population and asylum seekers in the different contexts of the
member states of the European Union.
As has already been pointed out, special effort has been made to ensure
that the methodological proposal presented is not an absolutely closed and
hermetic guide, but, on the contrary, is presented as an instrument of flexible and
adaptable application, which allows those who make use of it to be the ones who
complete the design of the methodological process in accordance with the
observation of the given conditions. the contextual circumstances and the
particular human and material components of each process.
This has been done in response to the obvious fact that each theatrical
process is unique and different depending on the series of elements pointed out
in detail in the previous part of this manual and, as such, each one also requires
a differentiated treatment and application adapted in each particular case. In this
sense, it has been sought and emphasized that the methodology is presented as

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an open guiding tool that, on the one hand, offers a clear structural line, but at
the same time presents and encompasses various work and execution
alternatives.
It is important to underline that precisely this open methodological character
implies that those who approach a theatrical process of insertion of these
characteristics have prior knowledge of the methodological possibilities. This will
be the one that will allow them to carry out an ad hoc adaptation for each working
group in the theatre workshops.
Likewise, it should also be taken into account that, at least in a general way,
the specific selection of the methodological line, the dynamics and the exercises
to be carried out in the workshops is another part that must begin to be addressed
from the previous planning of the process, in parallel or subsequent to the
assessment of the rest of the component elements and given circumstances of
the same. although it should always – and it is absolutely recommended and
even mandatory – remain open and susceptible to possible variations, demands
or alterations of different kinds during its development and execution.
There are a series of circumstances that, according to what was established

during the previous planning of the process, will be absolutely decisive when it
comes to establishing and proposing a didactic process of insertion in a concrete
way. In the aforementioned margin of manoeuvre of the methodology, it will be
essential to carefully observe these in order to carry out the workshops correctly.
In addition to the duration of the process as a whole, it is essential to observe the
profile of users who participate in it. As we have already pointed out, when
planning the workshops in a concrete way according to the didactic possibilities
offered at a methodological level, aspects such as their age, their national origin,
their work interests or their command of the language must be taken into account,
as well as all the others that directly or indirectly may affect the development of
their theatrical learning and, within the framework of this, to their social, cultural
and labour market insertion.

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We have already pointed out that a general assessment of these aspects can
be carried out during the planning phase prior to the start with the actual theatrical
work in the workshops, however, it will not be until these are set in motion that a
sufficiently specific and exhaustive individualized observation can be made to
finish deciding. Plan and design the methodological variable to be used.
The planning of the design of the theatrical insertion workshops will be carried
out on the basis of the proposal included in this manual. This includes a structural
division into four phases of processual development that is applicable to the
integral set of all workshops, although the time and effort dedicated to each of
them, as will be shown, may and should vary and be accommodated according
to the specific planning of each workshop.
As has been pointed out previously throughout this guide, the four phases
established correspond to contact and pre-evaluation; relationship and
contextualization; deepening of cultural integration and insertion (conflict and
resolution); and labor insertion in the agroecological sector. This subdivision, in
turn, registers what has been proven to be the connatural and habitual process
of cultural integration and labor insertion of the users of these population groups.
During the pilot workshops and even before, with the processes and previous
work of theatrical training with this type of population that subsequently gave rise
to the TSE project, it was possible to verify that, when facing a theatrical learning
process with the aim of achieving a job insertion, all refugee and asylum-seeking
users, Almost inevitably, they went through four stages or periods. These, in an
evolutionary and growing way, were reflecting an increasing involvement,
adaptation and approximation to the marked objective of cultural, social and labor
insertion.
Evidently, based on this observation and in parallel, what has been attempted
in the proposed methodology is to program and plan the workshops in such a
way that they are articulated and structured according to the observation of these
four phases of theatrical learning. Thus, it has been intended to use the indicated

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natural evolution of the users to, consciously and intentionally enhance it through
theatrical planning, favor the efficiency and adaptability of the integration and
insertion process and optimize the results to the maximum.
These four phases, it is evident, will play a fundamental role in the execution
of the theatrical workshops. However, during the planning process it is important
to take them into account in order to, on the one hand, know the evolutionary
process of insertion through theatre among the participating users and, on the
other hand, before the workshop, to be able to plan them at least minimally taking
into account a series of circumstances in order to significantly squeeze and
enhance their subsequent effectiveness.
I. Introductory phase: contact and initial assessment
The first of the phases, which we have generally called introductory, is the one in
which the first direct contact takes place with the participants and, in addition,
with the theatre coordinator and, very often, with the practice of theatre. It is a
stage of utmost importance if the type of participants is taken into account, since
in most cases it will act as the first of the (or one of the first) mechanisms and
channels of opening and entry of the participating refugees and asylum seekers
in their "new" context and will begin and/or contribute to generating and
conveying their relationship with the country. the host society and culture.
In this sense, this stage will be essential for several reasons. In the first place, it
will allow the coordinator to observe and analyze who the participants really are
(initial evaluation), taking into account essential aspects for the execution of the
theatrical process such as their aptitudes and abilities, their interests and
preferences, their degree of commitment and the purpose with which they attend
the workshop, among others. This, in turn, will serve to propose and structure the
rest of the theatrical process in a comprehensive and conscious way and orient
it as appropriate, always with the aim of labor insertion in the agroecological
world.
Secondly, and in a more theatrical sense, this introductory part is essential to

promote disinhibition and confidence on the part of the participants. In this sense,
coordinators must have the ability to assess the needs of each group. Thus, for

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example, during the pilot workshops there were groups that from the beginning
showed a high degree of development and ease, and that hardly needed time to
move on to a deeper and more elaborate theatrical practice. On the contrary,
there were other groups that began their processes more self-conscious and
fearful, requiring much more time to make contact and disinhibition than the
previous ones.
During the methodological planning of this introductory phase, it is important to

consider in depth who the participants are in order to design a process
methodologically appropriate to their abilities and preferences. We have already
pointed out on countless occasions that this should not lead to immobility and it
is necessary to emphasize that the planning of this phase, as well as the rest, is
only an initial orientation for the coordinator and must remain open to the
potentialities and interests of the group.
However, it is obvious that an exhaustive knowledge of the type of participants

will allow the process to be adapted to what is expected to be found. In this sense,
the advance observation of aspects included in the previous planning such as the
time spent in the host country, the country of origin, the use of the language or
the age will be extremely useful to be able to make a methodological planning of
this stage.
In a very general way and as we will see in more detail when addressing its
execution, within this stage there are four aspects to be taken into account and
that will determine as many sub-phases, which are the following:
Presentation.
Introduction to physical work and theater Warm-Up.
Basic linguistic notions for theatrical practice.
First contact and introduction to theatrical practice.
The presentation is the moment when the coordinator and participants meet in
person for the first time, although it should be taken into account that it is not
strange that some of the attendees already know each other because they

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coincide during other insertion activities or that they even live together, generally
in the same reception centers.
The presentation is a fundamental moment to start building trust and set a

relaxed and comfortable working tone with users. Far from the formal
presentations of other types of courses and workshops, the intention in this one
should be, without losing the necessary image of seriousness to culminate a
process of these characteristics, to generate comfort and confidence so that the
participants integrate and engage as quickly as possible to the integrative and
insertion theatrical process.
From what has been observed in the pilot workshops, it is recommended that
these presentations be restricted to the participants and the coordinator. Although
at times it was not possible to avoid the presence of representatives of the
project's partner organizations, one of the conclusions is that formalism and the
presence of people who will not participate later in the process does not
contribute anything or help to promote the aforementioned trust and disinhibition
on the part of the participants.
When planning these presentations, it should be borne in mind that they should
take place no later than the first part of the first working session and should
function as an initial contact between the coordinator and participants. Thus, in
contrast to the exhibition and formal models, it is important that the presentations
of these theatrical processes, in addition to clarifying the process and anticipating
objectives in a general way, serve to promote from the outset a process of
horizontal, open and sincere dialogue.
In this sense, it is recommended that the coordinator carry out a general

explanation of what is intended to be done and achieved through the workshop,
but that in no case should this be extensive or excessively detailed. On the
contrary, it is highly recommended that the presentation includes an open
feedback process, which will allow real tangible knowledge and begin to generate
proximity and trust between the coordinator and the participants. In this way, in

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addition to explaining what is intended with the course, the coordinator must ask
and be interested in what the participants expect and intend from the course and
what are the main and most important motivations and aspirations that have led
them to participate in the theatrical process of insertion and integration.
This initial interaction is essential to demarcate the tone and climate that is
intended and aspires to be generated continuously in all the classes of the
workshop. It is recommended that its duration, although we have already said
should not exceed the first of the sessions and possibly does not even occupy all
of it, is not strictly delimited. By this we mean that it is positive to ensure that the
participants, during this first contact, can express themselves freely and without
restrictions. This, in addition to allowing the coordinator to have a general idea of
the group's capabilities and pretensions, will also serve to have a first
individualized perception of each of the participants. Likewise, they will begin the
process having absolute freedom to express themselves and show themselves
without any restrictions.
After the presentation, usually also during the first session, it is advisable to
make a first contact with the theatrical work. The aim at this point is not to initiate
a formal dramatic training, but rather to seek an attractive and liberating first
contact with the practice of theatre. The intention with this first contact should not
be so much to teach theatre as to get the participants to lose their inhibitions and
feel attracted and seduced by the practice of the discipline, while at the same
time allowing a greater knowledge of their aptitudes and preferences on the part
of the coordinator. To do this, it is very convenient to start with very simple
exercises that contribute to disinhibition, while being useful for the loss of fears,
gaining confidence and promoting intergroup knowledge.
This first theatrical contact, if the coordinator deems it necessary and/or

convenient, can be extended over several sessions, although beyond the first day
it must always be accompanied and complemented by other types of exercises
and practices. For its planning, it is interesting to have a varied range of simple

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exercises and not only with a closed list, so that the person responsible for
guiding the classes has options to vary and adapt the initial contact process
according to what the participants are offering.
The intention is that these exercises work in a bidirectional way, so that on the
one hand they serve to bring the participants closer to the practice, but also so
that they end up favoring, through their performance, attitude and behavior during
the performance, a propositional and open dynamic is generated that allows the
coordinator to receive and perceive the necessary information to mold the
participants. structuring and adapting the process in a particularized way as you
go.
Another of the first steps during this introductory part is to introduce the
participants to the warm-up and theatrical physical work. From the second
session onwards, it is mandatory to introduce warm-up sessions and, as the
process progresses, gradually and increasingly introduce exercises aimed at
physical work, always within the possibilities and potentialities of the group of
participants.
These types of exercises are maintained throughout the workshop, but they
have been included in this first introductory part because it is in this that the
explanation of them is carried out, which should allow them to be incorporated
and established definitively in the theatrical work during the entire workshop, even
if during the development they undergo variations or incorporations.
At the warm-up level, it is essential to introduce joint and muscle work, to which
aerobic and static physical work must be gradually added. When planning this
part of the process, it should be taken into account that it is always worn during
the beginning of the classes and is complemented by stretching during the final
part of the classes. This part of the process should be scheduled with the age
and fitness of the participants in mind, both their strengths and limitations.

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The amalgam of general and theatrical-specific warm-up exercises is very

plentiful and easily accessible. Although some of them can be glimpsed in the
methodological practice part of this manual, it is clear that many others can be
used, always taking into account the convenience of the process and its
participants.
However, in general, the proposal included here and that is recommended to

be taken into account when planning the process is always to include a gentle
aerobic exercise (walk with variations) that serves to connect the mind and body
of the participants in the theatrical process and distance them from external
concerns. This is accompanied, in this order, by basic joint stretching work,
moderate muscle stretching work and, once the process progresses, simple
strength, speed and dexterity exercises.
These exercises should be aimed at mentally and physically preparing the

participant to face the purely theatrical practice, but the pilot workshops have also
shown that they are very useful to strengthen collective work and, during the first
phase of the process, contribute enormously to the disinhibition and confidence
of the users.
In any case, and as a warning, it should be taken into account that these
exercises are exclusively aimed at basic and necessary physical work. In no case
should they be the main part of the lessons. Experience has also shown that the
abuse of this part can have the opposite effect on the participants, alienating them
or generating a loss of interest in the rest of the activities and the workshop as a
whole. For this reason, the time spent on this type of activity must be measured
with extreme care and, in no case, should it exceed more than a fifth of the total
duration of the class.
In cases where the participants of the workshop are not speakers or have
problems with the use of the language of the host country, it is important during
this introductory phase to implement exercises that favor a minimum use of the
language that makes it possible to carry out the workshops.

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In this sense, there are two options. On the one hand, and if the situation
requires it, it is interesting that the coordinator can incorporate specific exercises
aimed at transmitting knowledge of basic notions of the language. These are
exercises that do not pose significant challenges at other levels such as physical
or theatrical, but they are useful to start incorporating and developing some basic
notions of the language of the host country.
The other option is to use this language in a general way in the rest of the
exercises included in this introductory phase, but emphasizing the management
of its transmission, so that both the introductory exercises to theatrical practice
and the physical and physical warm-up work also contribute to a transmission of
knowledge of the language. This must be done with extreme delicacy on the part
of the coordinator, who in no case can expect anything but slow, albeit
progressive, progress.
It is important to note that theatre classes are not, and should not, be language
classes. In this regard, it should be remembered that almost all reception centres
and organisations in the countries of the European Union offer users native
language classes with specialised teachers. However, the possibility that theatre
contributes to strengthening this learning should not be overlooked. To do this,
you can use any of the above options or even both in a coordinated manner.
During the pilot workshops, it was found that the majority of people who do not
speak the language of the host country, in addition to substantially losing their
fear of the open use of the language of the host country, registered a significant
improvement in their management of aspects such as conversational or
expressive thanks to the theatre classes.
Thus, when planning, it is recommended to make an objective assessment of

the users and the potential of the theatre classes in order to improve the language
skills and aptitudes of the participating refugees and asylum seekers, without
forgetting their purposes of labour insertion.

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Also during this initial phase, a basic introduction to what, in a strict sense, can
already be considered theatrical practice should be included. This will be put into
practice when the coordinator detects that the group already has the minimum
confidence and fluency necessary. Beyond the initial "hooking" games, it will seek
with more firmness and proximity to bring the participants in the workshops closer
to a real practice of acting.
The recommendation is, once the group is considered suitable, to include this
in the final part of the first sessions, never dedicating more than the last quarter
of them. The exercises should not be particularly complex or demanding, but they
should be properly theatrical. Among these, as specified later in the concrete
methodological proposal, they include small works of basic interpretation without
established text, mainly simple improvisations.
When planning, the coordinator should choose exercises that help to introduce
participants to the culture or that address some of the initial problems that they
are experiencing during their onboarding phase. In order to carry out these
exercises, a given set of conditions must be stated as clearly as possible. In the
case of refugees and asylum-seekers who have only been in the host country for
a short time, the prior knowledge of the users should already be taken into
account in the planning. In addition, theatrical work should be used to introduce
situational components that favor their contact and cultural understanding of
some of the many realities that these types of participants will face during their
"new" daily lives.
The length of the introductory phase will depend on the needs, capacities and
response from the group of participants detected by the theatre coordinator.
Thus, for example, it is easy to understand, and should be planned with this fact
in mind, that a group made up of refugees and asylum-seekers from a very
different cultural world, with a short stay in the host country, with no previous
theatrical experience and whose users come from particularly traumatic
situations, will require a much larger introductory phase than another group made

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up of people who come from a culture with links to the host country. that of
reception, a stay already continued in the country, previous theatrical experience
and that most of its members have not been exposed to situations as traumatic
as a war or similar. This must be appreciated by the coordinator both prior to and
continuously during the realization and development of the theatrical process.
It should be borne in mind that the introductory phase is absolutely

fundamental at an organizational level so that the coordinator can carry out a
correct methodological planning. Thus, it is mainly during this phase that the
student can get a consistent and well-founded first idea of how far he can and
should go throughout the rest of the process, always with the aim of cultural and
labor insertion as a guide and fundamental objective of the process.
Experiences & Exercises
In relation to the experiences lived during the six pilot workshops developed
within the framework of the Social Ecological Theatre project for the testing and
development of a theatrical methodology aimed at the socio-cultural and labour
insertion of refugees and asylum seekers in the agro-ecological sector, the first
thing that should be highlighted is that the different introductory phases of contact
and initial evaluation presented a relevant variability between some workshops
and others. This variability is mainly explained by the differences between the
groups, which are also largely linked to the different contexts of action.
Thus, for example, in the workshops held in the Tuscany region of Italy, the
groups of participants were mainly made up of people from a cultural background
very distant from European cultures, with a very short period of time spent in the
host country; with a number of notable shortcomings in terms of knowledge of the
local language and culture; with a very limited cultural background; and with hard
life stories and processes of fleeing from their countries of origin and reception in
Italy. The two working groups in Italy were initially characterized by a high degree
of inhibition and little openness to addressing the processes of insertion through

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the theater. This meant that the time dedicated to this introductory phase was
high, over 20% of the total number of workshops, and that the theatre
coordinators chose to dedicate a lot of time to carrying out basic exercises of
disinhibition and cultural and idiomatic approach.
A very different situation was experienced in the workshops in Malaga, Spain,

where the two groups of participants generally presented a medium-high
knowledge of Spanish; most of them had already spent more than a year in the
country and, therefore, had a moderately solid base of knowledge of the local
culture and customs, in addition to the fact that a significant part of the
participants were of Latin American origin, which favored the existence of cultural
and social ties; and some participants even had prior theatrical knowledge. Faced
with this situation, in Spain it was decided to establish relatively short introductory
phases, less than 20% of the total duration of the workshops, and to dedicate
more time to other phases that were more in line with and efficient with respect
to the interest of the participants, mainly the one referring to job insertion.
Halfway between these two were the workshops held in Bragança, Portugal,
where the group of participants, although they had generalized problems of
ignorance of the language and culture, had the advantage that many of them
already had a professional occupation or studies in the country, curiously most of
them linked to work in the agricultural sector. Not having the pressure of labour
insertion and with groups in which there was a solid base of previous academic
training, these workshops were mainly dedicated to promoting socio-cultural
insertion, dedicating a standard time to the introductory phases of approximately
20% of the total duration of the process, dedicated mostly to preparatory
exercises to promote theatrical and idiomatic learning of Portuguese and to
promote social and cultural insertion. of the participants.
The presentation of the workshops was similar in all the processes, always
opting for open processes of dialogue and initial knowledge between the theater
coordinators and the participants of each workshop. These processes served, as

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noted above, to detect the general characteristics of the groups of participants,

to begin to establish a relationship of trust between them and the coordinators
and, finally, to consider the exact and detailed planning and structuring of the
workshops.
The disinhibition and initial contact exercises showed more divergences

between the different groups and workshops. Thus, and in view of the general
characteristics of the groups that we have pointed out, in Spain they were very
focused from the beginning on animating and promoting theatrical practice, while
in Portugal and Italy at the beginning they focused prominently on generating
basic cultural learning processes and enhancing language learning.
Regarding the warm-ups, it should be noted that all the workshops carried out
similar standard theatre warm-ups, which included both the joint warm-up and
some aerobic exercises, and gradually strength exercises were also introduced,
always adapted to each group of participants. It is more interesting, however, to
note how these warm-ups evolved in a similar way among the groups as a whole.
In addition to an increase in difficulty, it happened that all of them went from being
neutral warm-up exercises during the first sessions to evolve towards physical
exercises that, in addition, in different ways were used to introduce elements that
supported the groups in their most notable shortcomings, mainly in the cultural,
disinhibition and language fields. In this way, there was evidence of a clear
process of gradual fusion between the processes of physical warming and the
processes of preparation and cultural insertion.
There was a greater disparity between the exercises aimed at language

introduction. Thus, in the workshops held in Spain, due to the previous knowledge
of the language of most of the participants, the coordinator was able to limit
himself to introducing the idiomatic approach inserted into other types of
exercises (warm-up, disinhibition and theatrical training), mainly aimed at
contributing to the learning of the few participants who did not speak it and to
reinforce that of those who still had shortcomings or difficulties. In this sense, the

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feedback within groups made up mostly of people who spoke the Spanish
language managed in a quite inherent way and without too much effort to push
those who did not speak it to learn, with notable results in the advancement of
the latter.
On the contrary, in the workshops in Portugal and Italy, the language problem
was presented as one of the biggest battlehorses initially and the coordinators
had to make special planning that included specific exercises to address the
language issue through theatre among the participants. In the introductory phase,
the language issue, through specific or overlapping exercises on other types of
theatrical exercises, were the main issue to be addressed by those responsible,
although it is worth noting that notable advances were made not only linked to
the learning of the language itself, but also to disinhibition, loss of fear and
generation of confidence at the beginning of its use.
With regard to theatrical practice during this first introductory phase, it is

interesting to note that most of the coordinators chose to introduce very basic
improvisation exercises that would serve to reinforce other processes addressed,
such as disinhibition, engagement and language learning. In this sense, and
despite the variety of groups, there was a tendency to opt for exercises that were
accessible to people without previous theatrical training, usually through the
approach of mechanical response games or through extremely simple
improvisations linked and/or linked to the daily life of the participants. It is
important to note that these exercises allowed us to begin to give some initiative
to the participants and helped in a remarkable way to generate a feeling of
belonging and collectivity that would ultimately be very useful during the rest of
the process of the proposed theatrical workshops.
Below, we want to include some examples of exercises that were used in the
realization of the pilot workshops during this introductory phase, addressing each
of the aspects included in it. All of these are exercises that were shown to be
particularly efficient. It is essential, however, to note that it is only intended to offer

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general guidance to readers who come to this manual with the intention of
addressing a theatrical process of insertion of refugees and asylum seekers, but
that in no case is it a closed catalogue of exercises of necessary application. It
should also be clarified that precisely for these indicative purposes, two basic
exercises have been included for each part of this phase and that, in general,
they can be adapted or varied depending on the potential arc that can be
addressed in this phase depending on the type of group with which you work, the
previous journey made and the experience that is accumulated throughout the
process.
Integration, disinhibition, engagement and contact exercises
They are all kinds of exercises that facilitate the approach to the other by
softening or weakening the barrier of inhibitions, fears, shame and resistance to
the new and unknown. As Holowatuck and Astrosky (2009) point out, the first
objective of any theatrical process should be "to know the names of the members,
to associate names to faces, to add personal data, which in the work process will
allow us to know, to trust and to produce". After this, the next step and towards
which the set of disinhibition and integration exercises should move is towards
the active participation of the members of the group.
The game of greeting each other.
One of the exercises we put into practice to enhance disinhibition and

confidence building during the introductory phases of the workshops was the
greetings. Beyond the formal presentation that takes place during the first
session, the aim of this game is for participants to greet each other, introduce
themselves and get to know each other. To do this, it starts with a very simple
process in which participants are asked to roam the space freely, trying not to
make regular tours. When a stable movement has been achieved by the group,
everyone is invited to make eye contact when they pass someone. The next step

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will be to stop and make a gesture of greeting and, when this is done fluently, it
will move on to greeting using orality. It starts with simple greetings such as a
simple hello, but as this is achieved, participants are asked to try to expand the
dialogue by including a "how are you?", to expand this to a short presentation
and finally try to establish a simple dialogue. It is interesting to note that in some
workshops physical contact was included in the form of handshakes, hugs or
even kisses on the cheek, but it should be noted that this should be done taking
into account the cultural characteristics and the predisposition of the participants
and taking care not to hurt sensitivities. This exercise can be carried out over
several sessions and is especially interesting because, in addition to enhancing
disinhibition and promoting intergroup knowledge, it is a good exercise to
introduce refugees and asylum seekers who do not know the language of the
host country to the basic use of it.
Orders
It is another very simple exercise that consists of the coordinator establishing

a series of orders that the participants must comply with. These are agreed in
advance. Again, the exercise begins with a theatrical movement through the
workspace. While this is happening, the coordinator can give orders that the
participants must comply with. Among these, the first and easiest to apply is the
Stop, which indicates that everyone must stop. To this is usually added other
classics such as jumping, crouching or running. Once these simple commands
are mastered with ease and over the course of the sessions, the exercise allows
you to incorporate more complex requests, which are usually very useful for the
incorporation of basic vocabulary. For example, in some workshops colors were
included, explaining beforehand that when naming any color, participants had to
go to some object or element of that color and touch it. It is interesting that this
exercise, as the sessions progress and the participants already have a
moderately wide repertoire, allows the coordinator to hand over the power to give

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orders to one of the performers or even to several at the same time. In this way,
an active involvement of the participants begins to be generated and, in addition,
it contributes to generating more dynamic and fun processes.
Warm-up exercises
They are essential not only to predispose the participants' bodies for theatrical
activity, but also their minds. In this sense, it should be taken into account that
among the group of refugees and asylum seekers it is common for the degree of
stress resulting from their living condition and related problems. The lack of work,
the distance from their families and their countries of origin, the uncertainty about
aspects such as whether or not they will obtain residence permits, or the concern
about the traumatic situation that explains their displacement (wars,
persecutions, etc.), among others, are factors that tend to generate a high degree
of stress and anguish among many of the participants. In this sense, the warm-
up should also serve to connect them with the theatrical process. To achieve this,
and in response to the observation of the participants' usually little taste for
neutral warm-up exercises, in addition to the hardly variable and absolutely
necessary joint warm-up, during the introductory phases of the project's
workshops, warm-up exercises were applied that were linked to imaginative or
playful processes that made them more attractive and seductive for the
attendees.

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Sun Salutations
It is a type of stretching and muscle warm-up exercise derived from yoga,

although it is also common to find it in theatrical warm-ups because in addition to
the physical contribution it is very useful to generate awareness and group
coordination. It is an activity of relatively high complexity and difficulty, but it is
very effective and open to adaptation and modification. The most common form
of this exercise begins by asking participants to form a circle, with two arms
separating each of them. Each of them has their feet with a shoulder-width
spacing. The exercise begins with each participant having their palms joined in
front of their chest. At the same time, (Bogart y Landau 2004)They all raise their
palms, still touching, upwards until they reach a point where the hands can no
longer stay together and separate. Everyone in the circle opens their hands at
the same time. The arms continue to rise all the way up. Then, all together, they
gently tilt their bodies backwards. The trunk of the body, with the back straight
and the arms on either side of the ears, slowly descends in front of the body until
both hands reach or get as close as possible to the ground on either side of the
feet, bending the knees if necessary. Keeping your hands on the floor and with
your head facing out, extend one leg back in a lunge position with your knee
touching the floor. The heel of the foot forward remains in contact with the ground.
Hands are removed from the floor and the body is tilted backwards, opening the
chest. After a few moments, you place your hands back on the floor and the back
leg is placed next to the other leg again. A lifts your buttocks up while extending
your chest and heels of both feet down. Your knees begin to descend directly to
the ground. The torso descends and rises to a reckoning cobra position. The head
remains straight forward. Begin a slow lift until you are back on your feet in the
circle and start again, this time changing the leg that is backed up at the beginning
of the exercise. The activity can be repeated as many times as deemed
necessary. The challenge is to try to flow through the positions without stopping,
trying to move in unison as a group.

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Following a Story
It is a very simple exercise, but at the same time extremely stimulating and
efficient as it is a clear example of how to combine the basic theatrical warm-up
with other relevant aspects in the theatrical integration of refugees and asylum
seekers. The exercise is guided by the theatre coordinator, who is responsible
for telling a simple story to the participants. Each of these, in turn, must behave
as if they were the protagonist of the story and carry out the actions that the
coordinator is narrating. The idea is that the coordinator uses this story to
introduce, linked to the imaginative element, physical exercises that are usually
unpleasant for the participants and, in a very special way, those related to
physical preparation such as squats, push-ups, different types of sit-ups, jumps,
runs, burpees, or any other that is deemed appropriate for the physical
preparation of the participants. The secret of the exercise lies in dressing in an
attractive way exercises that are usually not well received by the attendees of the
workshops and, in addition, that this coating serves us to address other
interesting aspects such as comprehension and idiomatic management,
disinhibition, confidence, etc. For example, a basic story approach that we carried
out in the workshops was to propose that the participants are walking in a forest,
where as they advance they must overcome different tests such as, for example,
taking an apple from a tree (stretching and jumping), picking (with a squat) a leaf
from the ground, jumping over a stream, running away from a wolf chasing them
(running), looking into a crevasse (bending), etc. The idea of the exercise is to
generate similar stories that are increasingly complex. To do this, it is interesting
to use imaginary locations that are part of their daily life such as a walk through
the city, a visit to the doctor or any other that the coordinator deems appropriate.
This will allow us to introduce vocabulary that can be useful in the short term in
the regular life of the participants and, in addition, to transmit a certain cultural
and social learning on how to behave in this type of situation in the host countries.
Finally, it is necessary to point out that this exercise improves if it is applied over
several sessions and can even be transferred to other phases of the theatrical

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workshops after the introductory one, but that a growth in complexity should
always be ensured, which, ideally, should culminate in a transfer of the
responsibility of telling the story alternately to the same participants. so that the
coordinator only initiates it and then successively asks them to continue it.
Specific language introduction exercises
They are regulated exercises in which the ultimate and almost exclusive
purpose is that lay participants of the language of the host country can learn,
reinforce what they already know or lose the fear of facing the language barrier.
As has already been pointed out repeatedly, depending on the type of group,
coordinators may choose to include these or choose to limit the approach to the
overlapping language in exercises of other types. In the particular case of the
pilot workshops, those held in Malaga, Spain, did not include exercises of this
type because both groups of participants had a relatively high general command
of Spanish. On the contrary, exercises of this type were applied in the workshops
in Bragança, Portugal, and Prato, Italy, where most of the attendees presented
very serious language difficulties. These types of exercises have the particularity
that they are one of the few that may, at some point, require additional work
outside the theatrical work classroom. Most of those that were applied were
derived in a more or less direct way, usually with adaptations, of the well-known
and award-winning European method of language learning through theatre
Glottodrama (Nofri 2009).
Prepared Personal Interventions
This is the name given to a set of oral theatrical exercises in which participants
attending the workshops are asked to prepare in advance an individualized
intervention that is as correct as possible in the native language of the host
country. The content of the interventions can vary and range from simple personal
presentations to, as there is greater confidence, exercises in which more in-depth

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presentations are requested, usually on topics in which the participants have a

special interest or on aspects related to their life histories before or in relation to
the process of forced displacement. The peculiarity of these exercises is that, in
order to carry them out, participants have the opportunity to have a previous time
in which they are allowed to use support means to prepare the presentation.
Thus, for example, in most of the workshops that used this type of exercise, a
part of the classes was used for prior preparation through the use of electronic
devices (mobile phones and/or computers equipped with translation programs
and dictionaries). During this time, participants were able to structure and prepare
at the idiomatic level their subsequent oral intervention and even take notes to
use during it. Regarding this type of exercises, it should be noted that the main
objective at the beginning is not to obtain perfect presentations with a high level
of language management, but for the participants to lose the fear of starting to
speak the language while learning and reinforcing grammatical and vocabulary
issues.
The Arena
This exercise is an adaptation of a game of the Glottodrama methodology called

"The Soothsayer" (Al., 2016: 97 and 98. It consists of a role-play and debate in
which the theatre coordinator explains in a general way a series of very general
topics: love, family, health, money, etc., which can be written on a blackboard.
The coordinator then gives each student three pieces of paper. On each piece of
paper, participants must write a question to do in relation to the topics discussed.
Then, in pairs, one participant is selected to act as a teacher and another to play
the role of a student who must use one of his or her written papers to ask
questions about a topic. Each pair has a limited time of three minutes in which
the student will ask questions and the teacher will answer. The coordinator should
encourage it to be done as extensively as possible. Then the pairs are swapped
until all the students have gone through all the teachers. Finally, the coordinator
will ask about what has been explained to them and ask: Who is the best teacher?

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Students and teachers switch roles and the activity is repeated. As you can see,
it is a game of much greater complexity than the previous one, but at the same
time and from what we observe in the workshops it is interesting to try to put it
into practice because it serves, on the one hand, to begin to introduce role
playing, which will later play a fundamental part in the rest of the theatrical
process and, On the other hand, and at the linguistic level, because by offering
open topics that are common and understandable to all cultures, participants are
forced to start developing ideas in the language of the foreign country. Obviously
this requires a lot of patience on the part of the coordinator, but from the
experience of the workshops we know that it is an exercise that after a while ends
up offering very good results
Introductory Exercises to Theatre Practice
They are fundamentally games intended to complement the exercises of

disinhibition and confidence-building, but unlike these, they already include an
aspect of acting, understood as the moment when the participant/actor of the
workshop goes on to play other characters that are not themselves. Obviously, in
this introductory phase, only exercises and games that are still very simple will
be applied, and these, in the workshops, were never applied on the first day of
work, but were usually allowed to elapse a few sessions before they were
introduced. Although there were notable variations in the initial proposals
between the different workshops and due to the differences between the groups,
they all coincided in being proposals for roles usually used in theatre workshops
for beginners.
Animals
It is a classic theatrical exercise in which the coordinator asks the participants to

mentally select an animal. Then they are asked to think carefully about how it
moves and behaves. Then, in a group and simultaneously, each of the

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participants is invited to emulate with their body the movement and behavior of
the selected animal. In principle this is done individually, but the idea is to
gradually give way to the relationship between the "animals". This is a very simple
exercise that will greatly promote body awareness and the initial loss of
embarrassment on the part of those involved. To promote its good performance,
effort and perspective, the coordinator can ask the participants at the end of the
exercise or even during its performance if they are able to know and/or deduce
which animals are being interpreted by their peers.
The Elevator
It is a classic improvisational game in which the existence of an elevator is

simulated. Gradually, each participant is assigned a very simple role and is given
an objective that involves riding the elevator, so that each time the fictitious
elevator has a greater number of participants inside. The coordinator must be
attentive to, as far as possible, introduce elements of conflict between the
characters inside the elevator, which can range from one wanting to go up and
another going down, to one character falling madly in love with another or one
having a sudden gas attack. It is important to note that in this introductory phase
you should not worry so much about building a single solid plot as you should
force the action and participation of all the characters. This type of exercise is
very easily variant towards other forms such as the subway car, the bus, the
doctor's waiting room, etc. Actually, any enclosed space that can't be easily
escaped from will do. In general, this type of exercise in its first applications will
lead to generalized chaos, but it is interesting to note that, almost naturally, from
practice and with minimal intervention by the coordinators, the participants will
tend to generate increasingly orderly and regulated structures and presentations.

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II. Initiation Phase in Theatrical Practice: Relationship and

Contextualization
Once the participants have acquired a minimum of confidence, they have

become sufficiently uninhibited to start the theatrical practice of insertion and the
theatrical coordinator has had the necessary time to make an initial assessment
of the group's abilities and interests, it is time to move on to the theatrical practice.
The objective of this phase is, in addition to deepening what has been done in
the previous one, to provide the participants with the minimum notions and
knowledge necessary at the interpretative level so that the participants can
approach the rest of the process with guarantees. In a way, this is a proper
training phase, in which the goal is to try to ensure that the refugees and asylum
seekers who take part in the workshops can acquire the essential skills for the
execution of the two subsequent phases.
A first aspect that we have been able to corroborate during the pilot workshops
is that the vast majority of users do not usually have prior knowledge of the
theatrical work as a whole or of the acting/interpretive work in particular14. In this
sense, the general conclusion we reached and put into practice was to activate
this part of the process as if they were common introductory workshops to
theatrical interpretation, not very different from those that can be carried out in
any center or school. Thus, to a large extent, we have chosen — we are
convinced that it is right — to approach this part of the process without paying
special attention to the particular status of the participants as beneficiaries of
international protection or to the objectives of the process as a whole.
In psychological terms, this allowed, among other things, to begin to break with
the role and self-conception of the victimized group that many of the participants
14This is not a complete statement. During the workshops prior to the project in Spain, we found exceptions,
among which a specific case stands out in which the participant was a renowned Lebanese playwright, who
also had important knowledge of acting.
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presented to a large extent as refugees and asylum seekers. Somehow,

approaching this part of the process as an introductory course to theatrical
practice similar to that of any group of beginners greatly favored and facilitated
both theatrical learning and, on a deeper level, that the participants began to free
themselves from many of their ties and fears to begin to enter the field of
integration and social insertion.
Before continuing, it is worth making a note. Although we have just pointed out
that in most cases there were no people with previous theatrical knowledge, at
least not professional or of some relevance, it is no less common to find that many
of the participants had certain skills or knowledge in other artistic branches such
as singing, dancing, etc. etc. This must be taken into account by the coordinators
of the processes, as they can substantially favor an interdisciplinary approach
that favors an initiation to theatrical practice.
Returning to what concerns us, this phase also includes four fundamental lines
of work. Several of them only extend and complement the work begun in the
previous phase, while others are already entering the field of theatrical work itself.
Dialogue.
Warm-up and physical work.
Introduction to Theatrical Performance: Relationship and Reaction.
Initiation to collective creation.
It is very convenient to clarify that, in addition to the presentation and the first
sessions, something that we discovered during the pilot workshops was the
relevance of maintaining an open and continuous dialogue by the coordinator
with all the participants throughout the theatrical process. Again, it is necessary
to take into account the fact that for many refugees and asylum-seekers the
activity is one of their first direct contacts with the host society, to which must
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often be added the recent traumatic situations that many of them have
experienced both in their countries of origin and on their way to the place of
reception and the problems of adaptation. usually substantial, to the latter.
In this sense, the workshops acquire, and it is not a bad thing that this is the
case, a certain therapeutic role for the participants, allowing them to express and
bring to light their pains, frustrations, worries, etc. This, on the other hand, will
also help us throughout the process to continuously assess and plan the
methodology of the workshop, focusing on the main difficulties and complications
exposed by the people involved in carrying out the workshops.
That is why we have just pointed out that one of the first aspects that we
perceived during the pilot workshops was the need not to restrict this dialogue to
the presentation or only the first sessions, but that, although it may seem a non-
theatrical activity, in order to insert and promote really useful exercises it was
essential to maintain this continuous dialogue with the participants of the
workshops. This also served to generate a climate of collective trust and
significantly increase commitment to the activity.
To carry out this dialogue-based interaction, a group interview system was

established at the beginning of the sessions in which the coordinator, taking into
account the interests and concerns detected among the participants, presented
a series of group or individualized questions. In this way and in an absolutely free
way, they told, related, exposed, reflected and gave their opinion on the different
topics proposed by the coordinator or others that arose spontaneously, often
giving rise to a collective debate in which many of the problems and concerns
largely shared by the participants were evident.
The openness to this collective dialogue, which to a large extent and as we will
see in more detail later is linked to some of the guiding precepts of the so-called
Theatre of the Oppressed and Forum Theatre, ended up proving to be a
fundamental element throughout the processes, since it allowed the theatre
coordinators to detect and delimit the aspects and elements that presented the
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most problems and complexities at the time during the reception period. which
in turn was key to planning the subsequent phases of socio-cultural and labor
insertion.
After this dialogue, to which the first part of the sessions during this phase and
the following ones should be dedicated, it is necessary to include what is properly
the introductory workshop to theatrical interpretative learning. To carry this out, it
is advisable to maintain as a first step the warm-up already established in the
introductory phase, but increasing the level of intensity and complexity of some
of the exercises. In addition, it is advisable not to limit yourself to a general warm-
up, but to adapt it specifically to each class that you plan to carry out.
In addition to warming up, during this stage of the work it is convenient and
advisable to start including physical work, both general and particularized. On a
general level, it is clear that physical work must be carried out gradually and
taking into account the physical condition, abilities and previous preparation of
the participants in the workshops. The main objective of this work is to generate
and promote an adequate physical and mental state so that the participants can
face the theatrical exercises in a satisfactory way. Specifically, this training should
be aimed at reinforcing the aspects and body elements that are wanted, intended
or planned to be used with more intensity or assiduity during each of the sessions.
Physical work, on the other hand, also plays a very important role in promoting
intergroup relationships and knowledge and, in some way, helps to enhance self-
confidence and a positive mood among the participants, which is also essential
to carry out interpretive work with adequacy and, as with intergroup dialogue, It
is advisable to introduce it at this stage, but still to maintain it until the end of the
theatrical workshops.
During this second phase of the process, and this is the most relevant part of
this stage, we will begin with a properly regulated theatrical work. To carry this
out, before entering into the interpretation and dramatization itself, and based on
the experience acquired during the pilot workshops, the most advisable option is
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to start with relationship and reaction exercises, initially very simple and that
increase in difficulty during the development of the workshop.
By relationship exercises we mean those that are prominently dedicated to the

relationship of the participants with each other, with the workspace and with the
context derived from the proposed conditions. In order to carry out this type of
exercise satisfactorily, it is very important to pay attention to the characteristics
and cultural belongings of the refugees and asylum seekers participating in the
workshop and to be very respectful of the limits and restrictions derived directly
from them.
In general, relationship exercises act on several levels. On the one hand, they
favor the establishment of collective and individual interpersonal relationships
between the participants, so that through simple dynamics and theatrical games,
the generation of intergroup bonds at a collective and personal level can be
promoted and/or accelerated. But in addition to promoting this trust and group
awareness, the relationship exercises are useful for the participants to begin to
observe carefully and act in a contextual way, that is, they promote an awareness
of the real space in which the exercises take place and, even more, of the different
fictitious spaces that are proposed for the performance of the exercise.
Along with these, and closely linked to them, are reaction exercises, by which
we refer to the set of dynamics, games or activities that promote an active
response to external stimuli, either derived from the context or space, or from
other classmates. This active response, in addition to being fundamental for
theatrical practice, is especially useful at the formative level among the members
of a group that, often due to a shared feeling of orphanhood in a foreign country
and the usual excessive paternalism of the organizations that are in charge of the
reception processes, tend to have a passive and/or submissive attitude towards
the events that surround them and directly affect them.
In accordance with this, the mission of the theatrical coordinator is to promote,

provoke and even force the disinhibition and the passage to action of the
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participants with the aim of their collective and personal empowerment. On a

theatrical level, on the other hand, this ability to react will be fundamental when it
comes to proposing more complex dramatic exercises aimed at tangible insertion
during the following phases of the process.
The relationship and reaction exercises with which it is proposed to start the
regulated theatrical training are an initial fundamental pillar around which to begin
to build interpretative and dramatic works aimed at socio-cultural and labor
insertion and integration. Likewise, these exercises are necessarily linked to
other aspects/elements that we also see as very necessary during the
continuation of the process. First of all, the use of imagination.
During these exercises, it will be the first moment in the theatrical training
process in which the imagination is included and begins to be managed. Faced
with the restrictions that will be later on, where this will be a key element, but it
will be absolutely subject to insertion, during this stage of training the margin of
use of creativity will be much wider. The use of this tool will be essential both to
promote the "liberation" of the participants and for them to end up showing their
interests and concerns. Along these lines, the main recommendation is that the
coordinator, although he will be impelled to be the initial inducer of exercises that
favor imaginative use, little by little, knows how to step aside to give room and
margin to the participants so that they are the ones who propose and promote
this use with their own, individual or collective proposals. These, in the final
analysis, will serve to enhance both their active attitude not only as participants
in the theatrical process but also, at least in part, as creators and creators of it.
Connected with this step of delegation by the coordinator, another aspect that
begins to be drawn and that will be very important throughout the rest of the
theatrical training, is the assumption of responsibilities by the participants. By
deriving an important part of the propositional work to the participants, it is also
intended that this favors the assumption of responsibility and commitment, two
elements and values that are considered of special value both at the training level
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in the field of theater and, beyond that, in its process of integration and insertion
during the more or less extensive period of reception in the receiving country.
Based on these relationship and reaction exercises, and in accordance with

what we have just pointed out, what is expected is that the process will lead to a
work of collective creation between the coordinator and the participants. In this
sense, what usually happens in a connatural way and should be promoted from
the coordination is that the simple exercises of reaction and relationship gradually
and staggered give rise to other more complex and elaborate ones that already
involve interpretative work.
In addition, these initial creation exercises will generally serve to reflect

personal problems and concerns, but also collective and linked to the condition
of the participants, which will offer a valuable clue for the next phase: to address
cultural integration and insertion taking these into account. Although it is
convenient to see the following section in which some of these exercises are
explained, in general they will tend to be related to different techniques such as
improvisation and poor theater; and once again they will appear closely linked to
methodologies such as the Theatre of the Oppressed and the Forum Theatre.
It is important to point out that this work may require a minimal, although
fundamental, explanation by the coordinator regarding aspects of narrative
construction and structuring. Thus, when these "creations" begin to appear and
in parallel to their development, it is convenient to begin to address and explain
at least above aspects such as the dramatic conflict and its potential resolution,
the construction of characters, both physically and psychologically; and their
objectives and super-objectives.
It is these more elaborate theatrical exercises that should culminate this

second phase of work. In any case, the recommendation for theatrical
coordinators is to try never to impose the execution of them, but rather to favor
and induce them so that they arise and become complex spontaneously. In the
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event that these have already reached an estimable level, it is interesting to start
considering the use of marked arguments and, even, occasionally, small texts.
At the time of carrying out the methodological planning of the whole of this
phase and unlike the previous one, it is highly recommended that the coordinators
give free rein to the participants, but without forcing the search for concrete or
specific themes, but rather focusing on the technical work and, already during the
creation phase, betting on the spontaneity and natural evolution of the
participants. Thus, on the one hand, this phase requires an important task of
planning and selecting the reaction and relationship exercises, but also an effort
to allow them to evolve towards spontaneous collective creation. This will help
participants acquire the basic knowledge of interpretation for the following phases
of the workshop while increasing their self-confidence, assuming responsibility
and acquiring a propositional capacity that we consider essential for their social,
cultural and labor integration and insertion process in the host country and
particular context.
The extent of this second phase of initiation into theatrical work will depend on
the coordinator's assessment of the group work, but in general it should extend
for at least a quarter of the process. In this regard, it is important to emphasize
the need to ensure that the group of participants has sufficient confidence,
knowledge and initial skills to tackle the next phases, so the recommendation is
not to skimp on the time dedicated to it. It is very important that participants
approach the following parts of theatrical insertion with a solid foundation, which
allows them to develop with ease and ease. In this regard, it should be clarified
that it is preferable to dwell on this phase of theatrical initiation for as long as
necessary to make sure of this rather than inconsistently rushing the rest of the
process.
Finally, it is worth noting that during this phase the coordinator will finish seeing
the potential and insertion capacities of the members of the group of participants.
Thus, it is during this period that the remaining planning can be determined with
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some consistency, referring to the subsequent phases of the process of

integration and insertion of refugees through the theater.
It is important to begin by highlighting the great relevance that the second of

the phases, initiation into theatrical practice: relationship and contextualization,
had for the vast majority of the pilot workshops that were carried out during the
Social Ecological Theatre (TSE) project, even regardless of the differences,
capacities, potentialities and circumstances of the groups.
For the workshops held in Prato, Italy, this phase of implementation of the
theatrical activity was fundamental in order to be able to break the strong socio-
cultural and human barrier with participants who were highly alien and with little
knowledge of the host country. In this sense, and in a somewhat paradoxical way,
the artistic and recreational practice of theatre without yet applying its own
purposes of integration and insertion during this phase proved to be the most
useful tool to begin to break down cultural boundaries with participants who were
a priori very unwilling, with little interest and a worrying and generalized lack of
motivation. It was precisely with this part of the process, less pretentious than the
others and which a priori was fundamentally oriented towards generating
theatrical tools that would allow the following ones to be addressed, that served
in a spontaneous way for the two working groups in Italy to begin to show an
openness to tangible social and cultural integration and insertion. In view of this
fact, the coordination team and Italy wisely chose to let this phase of initiation to
theatrical practice be prolonged over time, occupying almost half of the whole
process.
In Portugal and Spain, although these extremes were not reached, great
progress was also observed among the groups of participants during this second
phase. Thus, in Malaga, due to the high cultural adaptation that the vast majority
of the participants in the workshops presented to the local culture at a social and
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linguistic level, it was possible to start this phase of theatrical learning early.
Overall, the participants showed a strong interest in theatrical practice as an
artistic activity and some important advances were even made at the artistic level
among some of the workshop attendees. Despite this, due to the significant
challenge and problem of labour insertion among asylum seekers and refugees
participating in Spain, the theatre coordinator of the workshops decided and
opted not to prolong this phase longer than had been planned a priori: 25% of the
total duration of the workshops.
In Bragança, this stage was successfully used to deepen language learning

among the participants, combining theatrical learning with the usual handling of
Portuguese, the main problem of insertion and cultural integration that affected
most of the attendees. This combination of theatrical work and language
reinforcement showed remarkable results in a short space of time, so that, linked
to the fact that most of the refugees and asylum seekers in Portugal had a job
and/or were studying, it was decided to extend this phase in the workshops, so
that it covered approximately a third (33%) of the total duration of the two
workshops that were held. developed in Bragança.
It is important to note that it was in this phase that a fluid and continuous
dialogue with the participants was initiated, which in the case of most of the
workshops would be extended in an integral way throughout all of them, also
including it in the following phases. This process of initial dialogue, as has been
pointed out repeatedly and although it is not properly a teratral activity, was
fundamental to promote processes of emotional openness among the
participants, confirming the previous foresight of the enormous relevance of these
open dialogues in order to break down cultural and human barriers in the
processes of integration and insertion. It is worth saying, as a self-criticism, that
in the reports made by the coordinators once the workshops were over, it was
repeated the convenience and even the need to incorporate personnel
specialized in psychology into the processes to complement these processes of
dialogue with participants who, as we have already indicated, often drag very
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hard life stories linked to their processes of flight and forced transfer from their
countries of origin and in the processes of arrival. reception and adaptation of
host States.
In addition to this dialogue activity, this phase of the process is also when you
begin to practice really theatrical exercises and games. In this sense, something
that we were able to observe in the workshops is that the way of approaching
these processes and choosing the exercises and games underwent some
relevant variations closely linked to the previous training and methodological
specialization of the coordinators. Thus, there were some important differences
in the realization of these phases of the workshops that were not only justified by
the divergences between the groups, but also and above all by the different
theatrical schools of origin of those who planned and coordinated them.
After the dialogues, in each of the classes of this phase, a warm-up and basic
physical work continued through the exercises already established in the
introductory phase, but increasing as much as possible their intensity and
complexity. In addition, in this phase we began not to limit the warm-up to a
general one, but began to adapt them specifically to each planned class.
In general, the main objective of these theatrical introductions is to provide

participants with the basic notions and knowledge necessary for interpretation,
so that they can approach the rest of the process with confidence. In a way, this
phase is properly a training phase, where the objective is to train the refugee and
asylum-seeking participants participating in the workshops to acquire the
essential skills necessary for the execution of the two subsequent phases.
It is important to note that the different workshops were planned using a

combination of working methodologies such as Viewpoints, the Lecoq method,
the Theatre of Cruelty or the method of emotional memories by Constantin
Stanislavski. In any case, it should be clarified that this plurality of methodological
proposals in this phase of the pilot workshops, far from being presented as a
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problem and precisely because of the nature of experimentation and testing of

the same, had a positive influence that allowed to contrast and test different ways
of doing things and even to observe that there were several valid lines of work
that produced positive results among the participants. (Bogart and Landau
2004) (Lecoq 2003) (Artaud 1938) (Stanislavski 1989)
These methodological variations were especially evident in the relationship

and reaction exercises with which the theatrical work of the workshops was
proposed. This type of exercise was chosen based on the previous idea, later
confirmed, that the vast majority of the participants did not have any previous
theatrical experience. In this sense, these types of exercises were used to
facilitate initiation into theatrical practice.
Relationship exercises are all those that, with a greater or lesser level of
difficulty and complexity, seek to begin to establish a significant theatrical contact
between the participants and between them and the space. Reaction stimuli, on
the other hand, are the set of dynamics, games or activities that promote an active
response to external stimuli, whether derived from the context or space, or from
other participants.
These types of exercises should begin to be proposed and applied once the
participants already have a minimum of confidence and have managed to lose
their inhibitions and initial embarrassment. In addition, by this point in the process,
the workshop coordinator has already had enough time to get a general idea of
the capabilities of the group and each of its participants. From this, the reaction
and relationship exercises should have the objective of taking the participants out
of themselves and starting to create theatrical works with roles and characters.
The relationship and reaction exercises with which structured theatre training
begins are an essential initial pillar around which to begin to build the
interpretative and dramatic work aimed at socio-cultural and professional
integration. In addition, these exercises are necessarily linked to other
aspects/elements that we also consider essential throughout the development of
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the process, such as the creation of a group consciousness and the use of
imagination.
After these exercises, during this phase it is also proposed to start with the
creation of roles and characters and, finally, their sharing in small works or
collective exercises. On how to carry this out there was also a wide variety among
the different coordinators, workshops and groups, although in a general way they
began by proposing individual exercises to generate roles and characters and,
once this was achieved, they went on to try to unite them in common proposals
that ranged from improvisations with given conditions to more regulated work of
regulated situations and role playing.
Dialogue Exercises
Although these are not theatrical exercises per se and it is not difficult to get an
idea of what they are referring to, we wanted to include in this part examples of
the type of mechanics and dynamics that we develop in the pilot theatrical
workshops between refugees and asylum seekers. In general, the following are
the two fundamental ways in which the debates were conducted throughout the
theatrical process, so it is presented below that it is valid to carry out in an integral
way in all and during most of the workshops, without forgetting that these dialogue
processes do vary in terms of content, that will become, as confidence is gained,
deepening and becoming more intense. According to this stage, the dialogue
aspires above all to be an absolutely open "icebreaker" that allows the
implementation of a tool of expression, usually very necessary among the
participants, and that helps to begin to generate personal trust between them and
between them and the respective coordinator of each proposed workshop. The
dialogue also proved to be a very useful tool to start promoting oral expression in
the language of the host country among participants who did not speak it and/or
were in the learning phase. In general, the two mechanisms for establishing
dialogue processes were:
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Open One-to-One Conversation System
In which the coordinator establishes a particularized and individualized dialogue,

although generally open to the rest of the class, with each of the participants. In
terms of content, if in the presentation and the first conversations a little was
inquired about the often traumatic situations of refuge, in this phase of the
theatrical process it was agreed to address the most everyday and common
problems and challenges in the process of adaptation to the new reality and vital
context. The questions should try not to be closed on the part of the coordinator,
but rather to be open and to facilitate and promote free and unrestricted
expression on the part of the participants. It is common for this system to drift
naturally and spontaneously into the next one.
Collective dialogue system: group interviews, debates and

open forums
Through the combination of formats such as semi-structured group interviews,
round tables or discussion forums, as well as others that were deemed
appropriate from time to time, the coordinators established processes of
collective dialogue with all the participants of each class. The most common way
to do this was, taking into account the personal and everyday interests and
concerns detected among the participants, by presenting a series of group or
individual questions. In this way, and in a completely free way, the participants
shared, narrated, exposed, reflected and gave their opinions on the different
topics proposed by the coordinator or those that arose spontaneously, often
leading to a collective debate where many of the shared problems and concerns
of the participants were revealed.
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Introductory Exercises to Theatrical Performance: Relationship and

Reaction.
After the corresponding warm-up, which during this phase already had
established routines known to the participants, they moved on to the introductory
exercises to theatrical practice and, in particular, the exercises of body control,
reaction and relationship both with each other and with the environment were
given prominence. To a large extent, the aim of these exercises is to generate an
active attitude on the part of the participants. Accordingly, these exercises are
essential for two reasons. On the one hand, they predispose participants to
theatrical practice and, on the other, they serve to transmit some basic knowledge
of theatre that is absolutely necessary to later enter and develop interpretive
practices and exercises. It is at this point when important variations were detected
between the workshops derived from the different theatrical methodologies
applied by each coordinator, however, the exercises as a whole shared this spirit
of predisposing to theatrical action. Among the types of exercises included in this
phase of the workshops repeatedly, some that were especially applied were
kinesthesia, mirror games or emulation practices. Here are two examples.
The sensory lever
It's a classic kinesthesia exercise. Previously distributed the participants on a

regular basis occupying the entire workspace, they are asked to remain immobile.
When this has been accomplished, the activity coordinator asks one of them to
make some kind of gesture or movement. Then another is asked to make another
one based on what this gesture or movement suggests to him in an unmeditated
way. This is applied successively until all participants have made a move. At this
time, there is already an order of participation, each one knowing who is his
source of encouragement. From this, the coordinator asks for another move from
any of the participants and the process is repeated. Once fluids are achieved,
new sensory stimuli are incorporated, so that now not only visually perceived
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movements are performed, but at some point it is requested that, instead of a

gesture or movement, a sound is emitted, to which the next participant must react
with another sound and so on. When this has been achieved, another sense is
introduced: touch, so that someone is asked to touch the participant who is
immediately behind him, and the participant who follows him, depending on what
this contact has transmitted. In the end, we will have a group of participants who
react to visual, auditory and contact stimuli. It is at this moment that the order is
broken and free reactions begin to be allowed, so that, moving around the room,
the participants can react to what others suggest with the bodily responses that
arise spontaneously, feeding back into the process. A variant of this exercise is
to eliminate the visual part by leaving the practice room totally dark and only
letting the participants react to what they feel and hear.
Musical Miscellany
It is a relatively complex exercise consisting of using music to generate different

reactions from the participants. The idea is that, from a continuous movement
through the rehearsal room, the coordinator puts a succession of songs on a
music player that makes it jump and vary in a chaotic way. Before that,
participants are asked to react to the music in the way it suggests. In this way,
when faced with a continuous variation of different songs and music, participants
are forced to carry out continuous variations in their reactions and ways of acting.
Once this dynamic has been established, the next step of the exercise is to ask
them to form in a very general way the character that the music and the reaction
suggests in their heads, trying to interpret it individually in a simple way. When
this has already been done fluently, the coordinator goes on to request that
relationships be established between the different characters that are being
created, so that the theatrical workspace ends up accommodating an endless
number of differentiated characters that relate to each other in a differentiated
way depending on the music that accompanies them. As this is achieved, the
coordinator can increase the difficulty of the exercise by increasing the speed at
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which he changes the songs and music in the player, forcing participants to
accelerate their ability to react and create. This exercise is interesting because,
in addition to significantly enhancing the reaction and relationship, it is a
fundamental step in the introduction to theatrical practice of the participants as it
begins to promote the creation of characters and their consequent interpretation,
which could already be called "making theater".
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Collective Creation Exercises
They are basic to give way to theatrical interpretation. These are exercises in
which, together, the coordinator and participants establish the bases of stories
that will later serve as a framework to generate collective interpretations. At this
point, it should be taken into account that the integrative theatrical process has
not yet begun to address processes of socio-cultural or labor insertion, so the
objective is not yet to focus the objective of these stories on generating situations
that favor this, but rather to present easy situations that allow the participants to
begin to act and interpret. In general, the type of exercises included in this part
during the workshops were of the type of improvisations based on given
conditions or role playing. In both cases, the games or exercises included two
lines of work: first, one that consisted of generating isolated characters and
beginning to interpret them and, on the other hand, the pooling of these
characters in a joint plot. The exercises presented below are of this type and do
not try so much to present themselves in a specific way as to give some general
and structural indications on how to carry out these types of exercises than to
present some specific ones.
The Given Conditions and the Conflict
In the beginning, and taking into account the multicultural origin of the
participants, the coordinator presents given conditions and frames a story with a
simple and clear conflict. Once this is done, he distributes a series of roles to be
played in the framework of the conflict between the participants. They are usually
given a few minutes so that they can think and prepare these characters
minimally, although sometimes direct improvisation is used. Once this is done,
the plot is generated, occasionally relying on props and scenery if deemed
necessary and/or convenient, and the participants are left free to interpret. The
coordinator must be attentive and teach the participants so that these plots do
not get stuck or are resolved in an excessively simple way: the narrative
importance of the conflict must be conveyed to them. Generally, these exercises
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will initially produce many problems for participants with no previous knowledge
of theatre or narrative, but over time it will be seen how spontaneously the
participants themselves begin to order and culminate the proposed plots
together. When this is achieved, it is time for the coordinator to hand over the
baton to the participants so that they can begin to propose and interpret jointly
created plots. It is important to note that the established roles and roles are
usually changed to prevent any of the participants from becoming more
accommodating. The proposals of this type are potentially infinite and in the pilot
workshops some very interesting ones were included such as a bank robbery,
endless arguments between couples, beauty contests or falling in love at first
sight, among many others.
The Scenic Spots
It is a character-building exercise designed ad hoc for the workshops and consists

of asking each of the participants to draw ten dots on a blank piece of paper. They
are then asked to join them randomly through a continuous line that cannot pass
more than twice over the same point. They are then asked to put an emotion on
each of the points, and finally, they are asked to put a particularly strong memory
of their lives and that matches the emotion pointed out for each point. Once all
this is done, they are informed that what they have just done is the journey of a
character on stage and the work is transferred to the stage. First, they are asked
to locate and memorize the points marked and the routes traced on the paper
along the lines. Once this has been achieved, they are asked to include the
emotion in each point, relying on the emotional memory placed and also relying
on some notions about breathing taught by the coordinator. After several passes
on these points with the emotions incorporated, the participants are asked to think
about who is the character who could make a journey like the one they are already
playing, trying to find answers that are as concrete as possible. Once each of the
participants has a character derived from their points, their set-up is reinforced
by incorporating a physical and mental/emotional characterization and finally
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these characters are used to carry out improvisation exercises and given
conditions with them. This, as is evident, is an exercise that extends over several
sessions and involves extra effort on the part of the participants. However, it
should be noted that the result of this exercise in all the workshops in which it
was carried out was spectacular, not only in terms of the theatrical products
achieved, but fundamentally in a didactic sense so that the participants became
aware of what interpretation and the creation of characters mean.
III. Phase of integration and cultural insertion through theatre
When the participants have already acquired the basic theatrical knowledge, it
is necessary to give way to a new phase in which, unlike the previous one, the
focus will be placed on opening a process of integration and socio-cultural
insertion. The aim of this will be to address, through theatre, in a clear and direct
way, the problems and difficulties linked to the period of reception and cultural
introduction in a country that is a priori foreign to refugees and asylum seekers.
At this point, in order to detect and deal with these difficulties, it is essential to
take into account both what was glimpsed and found during the previous planning
and the problems exposed by the participants themselves during the open
dialogue during the two previous phases of the process and even in the present
one. Based on this prior knowledge, coordinators will have the ability to know
which are the aspects and elements that can be addressed with greater
significance when proposing specific theatrical exercises that contribute
efficiently and effectively to fostering and promoting cultural integration and
insertion.
Although each process is variable and depends directly on the composition

of the groups and the vital and cultural context in which the participants develop
their "new" lives, through the pilot workshops, and especially during the
processes of shared dialogue, it has been possible to detect the existence of a
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series of factors and themes that are almost invariably repeated among the
majority of refugees and asylum seekers. asylum.
The constant and pronounced concern about the reception process itself and
the incursion into the world of work (whether or not refugee status is granted,
obtaining a work permit and the possibility of regularisation), bureaucratic aspects
linked to their status (such as the recognition and validation of educational and
training qualifications, the validation of driving licences or the application for social
assistance, among others) or issues related to behavioural differences between
their culture of origin and that of the host country/space (in aspects such as love
and sexuality, gastronomy, forms of speech and expression, language, social
behaviour, religious beliefs, political positions, etc.) are regularly repeated during
the workshops. It is precisely in these types of aspects and themes that emphasis
should be placed when proposing exercises aimed at integration and labour
insertion through theatre that allows participants to approach the host culture in
a friendly and respectful way, while not losing their own essences, perspectives
and particularities both personally and collectively.
As in the previous two, this phase is made up of four fundamental lines of work
that should be the ones that articulate and structure the classes during this stage
of the process. Some of them are a continuation and extension of the previous
work proposed during the previous phases. Those relating to direct cultural
insertion, however, are novel and are the ones that characterise this part and its
fundamental part.
In-depth dialogue.
Warm-up and intensive, adapted physical work.
Theatrical exercises of cultural insertion and integration.
Collective creation for the purpose of cultural insertion.
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It is very interesting to gradually open up the possibility for them to take a

propositional role, so that they can start by suggesting some of their aspects
initially so that, as far as possible, they are able to lead and propose their own
proposals.
Once the participants show significant ease with this type of exercise, it is
interesting to consider the possibility of moving on to more risky proposals.
Among these, one that was decided to be included in some of the pilot workshops
was to carry out theatrical immersion works. Immersive theatre is a very particular
form of contemporary performance characterized by emphasizing both the space
of performance and the participation of the audience.
During the pilot workshops in Spain, we had the opportunity to have a

professional theatre group that was asked to recreate as realistically as possible
a job interview in several different stages. In it, the actors were asked to play a
series of very different characters that would put the participating audience in
"trouble", which were none other than the refugees and asylum seekers who
participated in the courses and who were given the premise that they were going
to a job interview. Despite the initial fear and embarrassment shown by many of
them, they all finally managed to face the situation and get out of the
complications satisfactorily. The experience, in addition to being surprising and
rewarding, was especially useful to demonstrate and put into practice the learning
carried out so far.
Another type of exercise that can be included at this stage are those of the
invisible theatre technique. Originating from the Theatre of the Oppressed, this
theatrical technique consists of representing a theatrical performance outside the
usual stage, usually going to open public spaces such as the street, bars,
shopping centres, means of transport, etc., and without the audience being aware
that it is a theatrical work. To apply this form of theatre, in the workshops we
discovered that it is convenient to start by placing the participants in everyday
situations, without the need for the intervention to be specifically theatrical. So,
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for example, you would go with them for a coffee and ask one to order at the bar
or you would urge another to ask a bus driver for a route. These initial situations
significantly favored the disinhibition and confidence of the participating refugees
and asylum seekers, and in a very notable way among those who had difficulties
with the use of the language.
Once this type of action had been carried out without complications, the next
step was to introduce theatre. To this end, the interaction in everyday situations
was maintained, but premises and objectives began to be included that
necessarily implied an interpretation by the participants-actors. Although this type
of exercise did generate many difficulties at first, the insistence and previous
preparation ended up paying off and culminated in some very interesting
practices.
It is from the initiative of the participants that the process of collective creation
begins, framed in the objective of cultural integration and insertion. To this end,
and following the line established during the exercises, the intention is to pass
the baton to the users of the workshop, so that they can develop a process of
their own creation linked to their cultural insertion and integration. This part is
interesting because, in addition to the body work of interpretation, it is certain that
it will be the first that necessarily involves a series of small coordinated table work
prior to proposing the performances. It should be clarified that the intention of this
part is not to generate large theatrical presentations, but to facilitate that through
small sequences thought out and developed in advance, the participants can
propose, address and expose through the theater fictitious situations that can be
extrapolated and easily assimilated to others of their daily life or that, for some
reason, represent a special challenge in their processes of integration and
insertion in a society and cultures different from their own of origin.
Regarding this third phase of theatrical initiation aimed at socio-cultural

integration and insertion, it only remains to point out that it is one of the most
important and complex parts of the process, in addition to the fact that it will be in
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this one that a deeper and more intense theatrical work will surely be developed.
In accordance with this, the temporal extension of this phase must be planned
and developed with a duration of between a minimum of a quarter of the process
and a maximum of half, being very likely the one to which the most sessions will
be dedicated.
The objective of this phase, linked to integration and insertion, is that the
participants not only acquire confidence, but also develop a proactive and
creative attitude towards these processes that will mark their vital development
in the short and medium term. In this sense, the task of coordinating the
workshops is to know how to propose at the beginning and then set aside so that
it is the participants who are forced to develop their own leadership and the ability
to address the problems that affect them.
All the pilot workshops carried out within the framework of the Social Ecological
Theatre (TSE) project served to ratify the enormous potential of theatre as a tool
for insertion and socio-cultural integration among groups of refugees and asylum
seekers. In this sense, this phase is presented as fundamental and, punctually, it
was even the main one in the process of insertion of these human groups.
In the workshops of Bragança, in Portugal, with groups of members of this

group who already had mostly work accommodation or were studying, socio-
cultural insertion became the main objective of the insertion workshops. In this
way, the Corane organization, responsible for these processes, opted for this
phase to be the priority, dedicating more than a third of the working time to it and
downplaying the relevance of the last one dedicated to labor insertion.
Something similar happened in Prato, Italy, where the language and cultural
adaptation difficulties of a large part of the attendees made clear the need to
prioritize socio-cultural integration as a previous step before addressing labor
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insertion. In this sense, the coordinators of the workshops in Italy agreed on the
urgent need of the participants, mostly people from a cultural and social
background very different from the European, to understand some of the ways of
acting, behaviour and customs of the host country, prominently all those referring
to the treatment of women and the attitude towards the local populations as a
whole. In this sense, emphasis was placed on this integration and cultural
transmission, although unlike Portugal and in response to the needs and abilities
of the attendees of the workshops, the process of labor insertion was not reduced
so much, adjusting this phase to the parameter established as a guideline of 25%
of the total duration of the course.
In contrast to the previous cases, the workshops are located in Malaga, Spain,
where the abundant presence of Latin American origin and people from North
Africa and Eastern Europe with a notable early adaptation to the cultural context
of the city did not require so much effort to be dedicated to socio-cultural
integration and insertion, being able to reduce the time to only 10-15% of the total
duration of the workshops and reserving more classes for the participants. Labor
integration processes.
Something that did happen in a similar way in all the workshops during this
phase is that the sessions began with dialogue processes that, unlike what had
been done previously, deepened in a more concrete and oriented way in the
approach of themes and aspects that would allow the coordinators to detect the
daily problems strictly related to the problems of cultural and social adaptation in
the countries of the region. welcome. Thus, an attempt began to be made in the
workshops and in a collaborative way what were the great difficulties that
refugees and asylum seekers encountered in their daily lives, both due to the
clash with their cultures of origin and in relation to the problems and situations of
defenselessness and difficulty that they encountered in their daily lives in the
receiving country. and even cases of exclusion and xenophobia which, if not
widespread, were often unjustifiably suffered by some sectors of the local
populations in the host countries.
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These dialogue processes, in addition to their therapeutic value, began to gain

fundamental weight in the workshops as they became fundamental elements of
orientation so that the theater coordinators could address how to approach
cultural insertion and the specific type of dynamics and exercises to be carried
out during this phase.
Also in this part of the process, the warm-ups began to undergo variations,
which no longer aspired to be only a form of preparation for the theatrical activity,
but began to be carried out also focused specifically on preparing the participants
for the exercises and the work proposals to be carried out during each of the
sessions of this phase.
Once the participants have acquired and developed in the previous phases the
necessary and sufficient skills and knowledge to develop simple simulation, role
playing and improvisation exercises, the intention in this third phase of the
process is to use this to propose exercises, games and dynamics focused in a
premeditated and utilitarian way on socio-cultural insertion and integration. These
are the fundamental part of this phase because they will serve to confront,
through theatre, in a clear and direct way, the specific problems and difficulties
linked to the period of reception and socio-cultural introduction in countries and
communities that, a priori, are strangers to refugees and asylum seekers.
In general, the intention of these exercises is to encourage the use of theatre

to reproduce situations that are part of or could become part of the usual life
context of the participants during their early reception process in Europe.
Especially, those situations that may be especially problematic or challenging
during their period of settlement and adaptation, detected through observations
in the dialogue process. To achieve this, different theatrical techniques and
methodologies were proposed during the workshops, but all of them with the aim
of generating exercises and dynamics that would allow the recreation of common
situations that, due to their special difficulty, conflict, or potential usefulness and
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benefits, can contribute significantly and notably to the process of integration and
social insertion of the participants.
Among the techniques that were used in the workshops in a specific way, it is
worth pointing out Forum Theatre exercises, derived from the methodology of the
Theatre of the Oppressed, exercises derived from the Theatre of the Oppressed,
exercises derived from the Theatre of the Oppressed, exercises derived from the
Theatre of the Oppressed, exercises derived from the Theatre of the Oppressed,
exercises derived from the Theatre of the Oppressed, exercises derived from the
methodology of the Theatre of the Oppressed, exercises derived from the
methodology of the Theatre (Boal 2014)Role Playing and the Psychodrama,
interactive theatre and immersive theatre exercises and the Invisible Theatre
format.(Biggin 2017)
Dialogue-forum exercises
As indicated in the previous point, these are not strictly speaking theatrical
exercises, but they are absolutely fundamental types of performances. Unlike the
guided interviews previously used, from this phase onwards there was a tendency
to implement and use a forum dynamic. Following the fundamentals of the Forum
Theatre/Theatre of the Oppressed, what was sought with the dialogue in this
phase was to open conversations and debates that would make it possible to
shed light on the most common concerns of the participants in their processes of
adaptation to their new contextual reality of life and, prominently, of those that
had to do with their integration and socio-cultural insertion. To accomplish this,
the most common mechanism was for the coordinators to bring to the fore an
issue that was believed to be conflictive or difficult for the participants in their
adaptation process. These themes varied quite a bit depending on the groups,
although there were always some that were repeated. From the collective and
open reflection on this topic, other relevant issues or aspects usually emerged.
When the processes were advanced in this phase, there was a tendency to leave
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it to the participants themselves to propose topics or aspects to be addressed.

This work was very productive in terms of detecting shared challenges and
problems and helped the coordinators enormously to plan and develop the
theatrical exercises of socio-cultural insertion with each of the groups of the
workshops.
Socio-cultural insertion exercises
Using the knowledge previously acquired and also after a specific warm-up,
these were mainly based on role-playing exercises in which those situations that
the participants had shown to be particularly complex or conflictive in their
adaptation during the previous dialogue process were reproduced. The general
idea was not only to end up reproducing complicated or unfair situations, but also
that the participants could come to understand and even empathize in many
cases with the people belonging to the host societies who are behind or support
these situations. In this way, they wanted to strip them of their usual role as
victims and put them in situations that would make them understand how complex
and difficult it is to face some of the cultural shocks also for members of the local
populations. In a utilitarian sense, we also tried to carry out exercises that would
serve to prepare them for situations that they were going to face during their early
reception phase.
Along with these exercises, it is interesting to note that, in some workshops,

when it was perceived that the group was ready, invisible tetro exercises were
also proposed, in which real scenarios and people were used to force refugees
and asylum-seekers to, through the request of the coordinator to achieve a simple
goal, begin to relate to the host society. In general, this type of exercise, always
with its risks and limits well measured in advance, was a success.
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Cultural Emulation: Being a Native
This is a seemingly simple role-playing and character-building exercise, but one

that requires a high degree of observation and detail on the part of the
participants. It is about asking each of the refugees and asylum-seekers to think
of a person from their environment who is originally from the receiving country
and to try to emulate them. The coordinator should clarify that it is preferable that
they are not workers in the reception centres and request that people who are
part of the population who do not have a usual direct relationship with them (a
neighbour who is seen passing by, the baker, the shop assistant, etc.) be used.
From this selection, you are asked to think deeply about what you see and know
about this person. Once that's done, the next step is to emulate it. Obviously, and
as we are dealing with people who are not known in depth, the most common
thing is to start with the physical aspects: way of walking, gestures, features...
Once this is done, the coordinator requests that they incorporate this person's
mental and emotional traits that the participants can deduce. From this character
strongly inspired by reality, the next step is to incorporate through imagination the
behaviors and attitudes of these characters and ask the participants to introduce
him to the rest of their classmates. This exercise, moreover, is easy to drift
towards a collective work if several of these characters are put in the same space,
with given conditions, and a conflict is offered. This can happen spontaneously
or promoted by the coordinator. The ultimate goal is that through this exercise,
participants begin to glimpse from a humanly empathetic perspective what
characterizes members of local communities and, in this way, begin to
understand their perspective and behaviors.
The Glass of Water
This is an exercise in the theatre of the invisible that was also especially
rewarding for its results in many of the workshops in which it was put into practice.
Following the instructions of the coordinator, during one of the classes you leave
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the classroom and go to carry out some daily activity with the participants, in this
case going for a coffee in a cafeteria. At one point in the process, the coordinator
chooses one of the participants to get up from the table and, pretending to be
very thirsty and urgent, ask the waiter to give him a glass of water. This exercise
caused a lot of initial reluctance among the participants, however it is striking to
point out that, once performed by one of them and lost the fear of initial contact
with the unknown local population, this type of exercise became one of the
favorites among the participants and many variants were carried out, always very
simple and respectful exercises. but they contributed enormously to losing the
fear of the cultural and human border between the participants and the local
populations.
Collective creation exercises for socio-cultural insertion
Using the cultural and social problems derived from group dialogues, these
types of exercises focus on promoting collective creation to reproduce situations
that are usually complex or difficult for participants to address. In this sense, these
exercises are closely linked to the process of detecting the main elements of
culture shock and the adaptive complexities of the participants. Based on these
interpretive practices, the aim is to develop through theatre mechanisms that
serve to solve problems and cultural conflicts and promote understanding.
Eating Pork
This is an improvisational exercise that was applied in some workshops in which

there were participants of the Muslim religion and who, due to cultural
impediments, could not consume pork. The proposal consisted of generating a
conflict between a person who invited one of these participants to eat pork and
the latter's refusal to do so for religious reasons. The idea was to see how through
a theatrical simulation an emotionally tense and complex situation such as the
one presented could be handled, with the aim that neither of the two parties would
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feel offended by the other. However, in order to make the theatrical exercise more
difficult, the participants/actors who played the hosts were asked to adopt
different attitudes in order to embarrass the person who had to say that they could
not eat pork. Thus, it was possible to experiment in the emotional management
of a culture shock not only in openly conflictive situations, but also in situations in
which the hosts were extremely kind or affectionate people. It is important to
emphasize that the experience of the Muslim participants in this situation was
used to carry out the exercise, which had been detected to be relatively common
in their daily lives, but the role of the Muslim person prevented from eating pork
was not limited to these participants, but made them all interpret it. In this way,
and with this type of exercise, empathy was also achieved within the groups with
respect to cultural differences also within the group of refugees and asylum
seekers.
The Police Interview
This is an exercise that was initially developed in the workshops in Spain on the
initiative of one of the participating women and that, in the end, was successfully
transferred to the other workshops in Portugal and Italy. It is an exercise that
addresses one of the issues that was perceived to be the most problematic for
refugees and asylum seekers, which was the excessive amount of bureaucratic
procedures to normalize their situation. In this regard, the woman in question
stressed during the dialogue process that, as an asylum seeker, she had recently
had to attend an interview with members of the Spanish national police to defend
her application for asylum, justify the reasons that motivated her, and give her
the status of political refugee. After explaining what the process consisted of and
under the protection of the interest shown by many of his classmates, it was
decided to reproduce this situation in class. Thus, taking into account the
woman's previous explanations about the process and the type of questions
asked by the police officers who interviewed her, a room like the one she had
described was reproduced and the roles of police officers and asylum seekers
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were distributed on a rotating basis among the participants. The exercise was
considered especially useful among these participants because, in addition to all
the advantages of theater, observing the process of the interviews that many of
them were going to have to face in the near future served to prepare them both
in the transmission of knowledge regarding what these consisted of exactly, so
that they would begin to manage their nerves and fears beforehand, learn how to
behave appropriately in a type of situation like that and, finally, so that non-
Spanish speakers would be compelled to use Spanish and would be encouraged
to do so. Along with this exercise, many workshops were held during this phase
on the issue of dealing with bureaucratic procedures, an aspect that has already
been pointed out is particularly complex and problematic for this population group
at the European level.
IV. Phase of job placement in the agroecological sector.
Since the participants have already shown signs of the management of

minimum capacities that allow their integration and socio-cultural insertion, as a
final part and in accordance with the main objective of the project to ensure their
labor insertion in the agroecological sector, the last part of the process focuses
on the planning and execution of a series of study and dramatization exercises.
Taking into account in detail the interests and potentialities of the refugees and
asylum seekers who make up the participating groups, it is absolutely necessary
to carry out prior methodological planning of this part of the process. It should
serve to select a general series of exercises through which participants will be
introduced to work in the agroecological sector that best suits their characteristics
and preferences. In order to observe, detect and know these preferences, it is
essential to pay attention to both the dialogue processes and the performance of
exercises during the previous phases of the process. It should be noted that these
can be highly variable depending on factors such as national origin, age, status
in their place of origin, etc.
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It is also worth emphasizing that, although during the pilot workshops it was
observed that agroecological work was well received by most participants, there
were cases in which it was observed with a certain contempt or disinterest by
some participants, who understood that it did not correspond naturally to their
previous training. or that in some specific cases it was even observed as a
serious decline in status or even as a humiliating job. Faced with these cases,
the recommendation for theatre coordinators is not to try to force a change of
attitude but to promote a change of perspective through involvement and
empathic induction.
This phase of social and labour insertion through the theatre, although directly
indebted, presents important differences with respect to the previous ones.
Perhaps the most interesting is that some of the activities carried out in the
previous stages are partially replaced or relegated to the background and a
previous phase of analysis and study is included through which it is intended to
finish delimiting the type of activities related to or belonging to the agroecological
sector that can best suit the participants. In general, this phase includes the
following parts:
Focused dialogue.
Warm-up and basic physical work.
Approach to agroecological work.
Theatrical exercises of labor insertion in the agroecological sector.
As has already been pointed out repeatedly, open and continuous intergroup
dialogue, including the theatre coordinator and the participants, is a fundamental
element throughout the theatre process in order to have a vision of both the
problems and realities faced by refugees and asylum seekers during their
reception period, but also in order to be able to appreciate and assess the
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evolution of the theatrical process. In the last part of this, intergroup, collective
and open dialogue will continue to be a fundamental instrument, although in this
case it is the responsibility of the coordinator to link it and guide it towards the
world of work.
If this linkage is carried out correctly, it should result in the central theme of the
dialogued interactions focusing on job possibilities and, specifically, on those that
refer to the agroecological sector in its different aspects. This, as is logical and
evident, does not absolutely exclude the possibility of continuing to deal with or
address other aspects or topics of interest to the participants, but as far as
possible we should try to orient and/or approach them to labor insertion.
Along with dialogue, warm-ups and physical work will also continue to be
fundamental parts of the planning and execution of the classes. However, in view
of the greater complexity and specificity of this part of the process, they will be
subjected to a certain relaxation and will be limited to what is strictly necessary
to be able to perform the exercises proposed during the sessions safely and to
maintain an acceptable state of physical condition.
More important than the previous activities in this phase is the approach to the
knowledge of agroecological work. This is essential for participants to be aware
of the type of activities and jobs that are included in this sector, as well as the
philosophy of respect and care for the environment and the environment that
characterizes them. In this sense, it is worth emphasizing that there are many
users of the workshops who do not have prior knowledge of what the
agroecological sector is and that, even among those who do have previous
experience and/or knowledge in the first sector and agriculture, it is not
uncommon for them to lack a clear notion of what agroecological activity is and
what it entails.
The way to approach this knowledge of the activity can be done in different
ways, but in a general way and taking into account the experience in the pilot
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workshops, the recommendation is to try to carry out an approach that is as

practical as possible. Thus, in the workshops, the proposal consisted of a double
aspect of work consisting of a visit with practice included to an agroecological
farm in the areas where the courses were developed; From this visit and taking
into account the interests and capacities shown by the participants during it, a
series of methodological study works of agroecological activities were also
included. This, in addition to serving as an introduction to the work in the sector
for both the participants and the theatrical coordinators, will be fundamental as it
will later allow to plan, develop and execute a series of theatrical exercises
specifically oriented to the activities included within the field of agroecology that
due to the interest and skills of the participants, as well as because of the
observed potentialities for subsequent insertion, are considered more interesting
and appropriate to favor the process of entry into the market or specific job
training.
The proposal of a visit or, failing that, of a talk, presentation or other activity
that serves to effectively bring the participants closer to agroecological work, if
not obligatory, is extremely recommended because it will serve, in addition to
measuring capacities and interests, to give a realistic and "tangible" perspective
of what this type of work implies and entails to the users of the workshops and
will be a first form of cutting for the participants in the work. To analyse the real
interest in this type of activity as a form of labour insertion in the host country.
Whether or not this activity is carried out, it is the mission of the theatre
coordinator to analyse and observe how the preliminary study of the
agroecological sector can and should be carried out, which, as we have just
pointed out, can be added to the potential visit to an agroecological farm.
However, the main options proposed include comprehensive and/or specific
documentation work, for which it is preferable to use audiovisual resources that
allow direct and easy access, but the use of written documentary material or on-
site explanations cannot be ruled out either.
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Once the participants have a basic notion of what agroecological activity is

and, if possible, an initial idea of which specific branch or jobs within it are of their
preference or they believe may be especially valid for their labor insertion, the
theater coordinator must propose a program of exercises that respond to these
observations and expectations. As in the previous phase, the use of
dramatizations is proposed to carry out these exercises, but in this case they will
refer exclusively to potential tasks related to obtaining and carrying out work
included in or related to the agroecological sector.
In a similar way to how it was proposed in the phase of cultural insertion and
integration, these dramatizations will start or should be concrete proposals
initially proposed by the theater coordinators, but as the process progresses and
the participants acquire fluency and confidence, the responsibility for the planning
and execution of them will fall directly on them. This will only further reinforce the
study and prior knowledge of the activity of interest; and its execution, within the
constraints of a theatrical process and recreation, must tend to be as realistic as
possible.
The main objective of the role-playing and role-playing exercises is for the
participants to become aware of and naturally approach the process of achieving
and executing various jobs in the agroecological sector. Thus, with the evolution
of the exercises, it is intended that there is a naturalization and a cognitive
preparation at a physical and mental level with respect to this type of work.
On the other hand, it is interesting to note that these dramatizations and role-
playing exercises are especially interesting because in them the participants not
only occupy the positions of "fictitious workers", but for their assembly and
representation it is necessary that many of them also occupy other roles or play
characters outside the position that they can potentially occupy in the recreation
of an agroecological workspace. This, as is evident, will encourage the
participants not only to become aware of the potential job and the work to be
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done, but also to be able to access or at least consider the way of thinking of the
rest of the people involved, which will give them an intuitive knowledge about the
psychology and performance not only of the workers, but also of the workers. but
also of the rest of the people who can potentially participate in the processes of
achieving and developing various specific agroecological works.
This phase is a fundamental part of the culmination of the process of insertion

and socio-occupational integration from the theatre. Regarding its duration, the
recommendation is that it be stipulated according to the interest and potential to
develop a variety of "insertive" exercises in the agroecological field. However,
based on the experience gained in the workshops, we believe that the ideal
should in no case should this phase last more than a quarter of the total duration
of the process.
The phase of job placement is the one that, in general, was presented as the
most interesting and utilitarian for both the coordinators and the participants of
the pilot workshops of the Ecological Social Theatre (TSE) project. In this regard,
it is important to re-emphasize the importance of obtaining a job for the majority
of members of the group of refugees and asylum-seekers in the early reception
phase.
In the workshops held in Malaga, the labor insertion phase was the main one
of the processes, occupying approximately a third of them. In this regard, it was
found that Spain had very serious problems in terms of labour insertion and that
it was common for refugees and asylum seekers to access the labour market
irregularly in extremely precarious jobs that were often subjected to deplorable
treatment and conditions.
A fundamental fact that should not be overlooked about the groups of the
workshops is that, although, as expected, many of the participants had previous
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experience that predisposed them to work in the agroecological field, it is no less

true that there were cases in which this interest did not exist. This was especially
noticeable among people of Eastern European origin in the Malaga workshops,
many of whom were people from urban areas who had fled the conflict between
Russia and Ukraine, who had a high level of education (usually university) and
who aspired to jobs that had nothing to do with the agricultural sector.
In Prato, Italy, workshop participants were mostly experienced and interested

in working in the primary sector. In addition, they had a good predisposition and
the need to find work. However, their lack of knowledge of the language and their
still very little integration at the socio-cultural level meant that the steps in this
direction were still in the beginning. Thus, a good part of the workshops were
dedicated to job placement, but still in very early stages.
The workshops in Bragança, Portugal, were the exception in this regard. Due
to the fact that most of the participants in the workshops came from a labour
insertion programme implemented by the Portuguese Red Cross, obtaining a job
did not present for them the urgency that was observed in Italy and Spain, and
the coordinators of the workshops considered it appropriate to devote less time
to this phase of the process. In any case, it is interesting to note that many of the
participants already integrated and inserted in the world of work in Portugal were
already in the field of agriculture and agroecology.
Prior to insertion into the specific field of agroecology and taking into account
the situations indicated, this phase of work was used to include the preparation
for a general insertion into the world of work. Thus, before properly addressing
the entry into the field of agroecology, an effort was made in the workshops to
present the functioning of the different labor markets and the mechanisms and
mods of access to them
Having noted the above, it is important to note that the workshops were divided
into two parts: the first dedicated to labor insertion in general; and a second
dedicated specifically to insertion in the agroecological field.
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Thus, through the dialogue processes with which the classes continued to
begin, both lines of work were presented: general labor insertion and specific
labor insertion in the agroecology sector. This dialogue, although it maintained
the open nature of the previous phases, focused above all on debating and
advising on the possibilities, interests and potentialities of the participants in the
theatrical processes with respect to the different labour markets. The last classes
of the workshops were used for the coordinators to make a specific approach to
the agroecological world of work and to observe the interest of the participants in
it.
A warm-up and basic physical work were maintained, although their intensity
was reduced to favor having more time to focus on the approach to labor insertion
during the workshops. This, in a general way, was carried out through:
Exercises to approach the world of work.
Role playing and theatrical immersion exercises were mainly used , in which
situations that are part of the process of searching for and starting a job were
basically simulated. Thus, in most of the workshops, what was done was to
simulate a comprehensive job search process that included the creation of a
resume and the sending of it, the preparation of a personal presentation for work
purposes, the simulation of a job interview and the first day in a new job. On the
one hand, this helped the participants to become aware of what these processes
are like in Europe, often very different from how they are in their countries of
origin; and on the other hand, for all of them to learn the ways, customs and forms
that must be observed in the different phases of a job search. It is also interesting
to note that these exercises, which included some written expression in the
writing of the resumes, were especially useful and instructive for the workshop
participants who had difficulties with the language of the host country.
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The Resume and Presentation
Fundamentally, this activity consists of two phases. On the one hand, the
preparation of a detailed CV adapted to the fictitious job position for which you
are applying; and, more interesting in theatrical terms, the preparation of a
personal presentation around this CV with which to sell oneself to those in charge
of personnel recruitment. To apply this, some of the techniques included in the
Glottodrama methodology referring to the preparation and handling of texts as a
language learning mechanism were used to a large extent, asking the participants
to use all the means at their disposal outside the classes to prepare a curriculum
that was as appropriate and realistic as possible in order to obtain a job indicated
by the coordinator of the text. according to the general interests and potentialities
of the group observed during the dialogue phase. Based on this curriculum,
during the classes we tried to prepare a personal presentation including aspects
already worked on during the workshops, such as oral expression, body
expression, movements or gestures. This presentation is the one that would also
allow us to tackle the next exercise.
The Job Interview
This is an exercise that was carried out in all the workshops with two
methodological variants: immersive theatre and role playing. In the workshops in
Malaga, a professional group of actors was involved in organising an immersive
exercise that consisted of making participants go through a series of interviews
and tests to get or not get a job. In this way, it was possible to use immersive
theatre to put the participants in a situation that reflected with a high degree of
plausibility what a job interview is like in Spain. In Italy and Portugal, on the other
hand, similar exercises were proposed, but instead of using "immersion" role
plays were used, although the participation of the coordinators was included in
this phase as part of the works. In this case, the most common thing was for the
coordinators to act as interviewers and play the role of devil's advocates, putting
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the interviewed participants in a strong bind. Over time and after repeating this
exercise in several sessions, the participants were also encouraged to act as
interviewers.
Theatrical exercises of labor insertion in the agroecological sector.
These types of exercises were carried out in an adapted way in each workshop
according to the previously researched and observed potentialities offered by
each differentiated geographical and economic context for the labor insertion of
refugees and asylum seekers. In other words, these exercises consisted mainly
of simulations in which some type of particularly significant work activity was
reproduced in each of the areas where the workshops were carried out and often
supported by previous visits that allowed the coordinators and participants to
have a general idea of what the activity entails. Thus, for example, in Bragança,
theatrical exercises were carried out that reproduced situations related to the
collection and marketing of chestnuts; while in Prato they resorted to the
cultivation, care and harvesting of olive trees; and in Malaga they went to the daily
work of an agroecological garden. The proposed exercises did not seek so much
to generate specific knowledge among the participants as to generate through
theatre work dynamics that would allow them to observe and have an initial idea
about the possibilities of inserting themselves in this type of work. In addition,
these exercises were usually completed with videos and explanations that
supported them for their subsequent realization and that helped many of the
participants to elucidate their capacity and interest in working in the agricultural
sector in general and in the agroecological sector in particular.
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ECOLOGICAL SOCIAL THEATRE:

EVALUATION OF RESULTS , FINAL
CONSIDERATIONS AND FINAL CONCLUSIONS
"The great attraction of the theater, for the
actor, especially for the actor who is aware
that he is an actor, is this kind of humanistic
game that is to be himself and at the same
time many others."
Hugo Gutierrez Vega
Page 141 of 149

It is not at all easy to establish the methods, techniques and mechanisms that
allow us to evaluate, evaluate and, ultimately, judge a theatrical didactic process.
Much less so when it is done on a methodology as complex as those that have
been proposed in this manual and that refer to human groups as sensitive,
vulnerable and often hermetic as refugees and asylum seekers who arrive in
Europe. However, it is clear that it would make little sense to apply a
methodological proposal such as the one presented without resorting,
subsequently, to some type of measurement that allows its usefulness and
efficiency to be assessed in a general and specific way.
In reality, it cannot be said that there is a program for measuring results

associated with the theatrical didactic methodology exposed in this manual, but
based on the experience obtained throughout the pilot workshops that served for
its development and testing, it is possible to make some notes on the previous
experience and to give some clues about mechanisms that were useful and valid
during these first methodological developments.
Two are especially relevant. First, the observation that no process can be
measured in a vacuum, and that in order to do so it is necessary to take some
kind of realistic and adequate reference to serve as a measure. Second, a
process of insertion and integration of human collectives cannot be measured
exclusively in objective and quantifiable terms, since its results go far beyond
these and are prolonged over time in the form of subjective learning and growth
that exceeds and exceeds the initial accounting results.
In this sense, the proponents of the methodology believe that there should be
two fields of measurement of theatrical processes that use it. On the one hand, a
table of specific objectives that must inevitably be associated with the realization
of workshops that use this methodology prior to or during their initial phases of
execution. These objectives will obviously vary depending on factors outside the
Chapter: evaluation of results, final considerations and final Page 142 of 149
conclusions
methodological proposal, such as the type of workshop, the group of participants

and the context of delivery.
In any case, the proponents believe that these objectives should not only refer
to data on the early and direct integration and integration of refugees and asylum
seekers. In this regard, and based on what has been observed, we believe that
a theatrical process such as the one proposed, applied appropriately, can in no
case fail to give positive and evidenceable results in the field of integration and
socio-cultural insertion of the participants, although many of these results are
difficult to measure in objective and short-term terms.
We believe that the other term for measuring the usefulness of the
methodology should be in the subjective evaluations of the users who, as
organizers, coordinators and participants, are part of the theatrical processes that
apply the methodology. Its observation and appraisal is certainly more worthwhile
and can be much deeper than any purely analytical objective test can measure.
In accordance with this, and in view of what we have already done in the
theatre workshops through which the methodology was tested, it is convenient to
point out that our recommendation is to use mixed systems for evaluating results
that include both quantitative and qualitative measurements and assessments.
On how to carry this out, we opted for the establishment of a series of parameters,
objectives and measurable mechanisms in figures that we combined with others
that could only be approached from a deeper analytical perspective.
Regarding the former, and if it serves as an indicative example, it is worth

mentioning that the set of pilot processes included a series of objective
percentage measurements/observations on issues such as the early socio-labor
insertion of the participants, the degree of improvement in the language
management of each of them, the evaluation of skills or data referring to
attendance and participation in classes.
conclusions
To these, however, and as we have already indicated, we thought it

appropriate to add other measurement tools of a qualitative and subjective nature
referring to the assessments and observations of participants and coordinators
regarding the different processes carried out. It is precisely these two types of
results and measurements that helped us to carry out the final considerations and
conclusions with which we want to close this manual.
Among the results derived from the measurements, it should be noted that the
evaluation and monitoring mechanisms showed that, although it was not a priority
objective of the methodology, all refugees and asylum-seekers who followed the
process regularly and did not speak the language of the receiving country
recorded a marked improvement in their capacities at all levels: Oral expression,
written expression, vocabulary, comprehension and grammatical management.
In addition to contributing to losing their fears and embarrassments, all of them
acquired basic theatrical knowledge, being able to easily perform in the exercises,
even in some that presented a high degree of difficulty.
The methodology was also useful in improving general relationship skills,

favoring intergroup and participant relationships with people from their usual
living environments. Likewise, as many of them acknowledged in a satisfaction
survey that was carried out at the end of the theatrical processes, the theatrical
method applied had had a high therapeutic value, helping them to begin to face
many of the problems and traumas dragged and linked to the situation that
explained their forced transfer from their countries of origin.
Unanimously, and in accordance with these surveys and the coordinators'

reports, the workshops with the insertion and integration methodology presented
a high degree of efficiency and effectiveness as tools for social intervention
among refugee and asylum-seeking populations in the early reception phase in
the European Union. Almost all of the participants valued very positively its
usefulness and ability to promote and promote both basic theatrical learning and,
conclusions
specifically, to promote processes of socio-cultural and labor insertion in the host

contexts.
In accordance with this, it is not difficult to conclude in a general and broad

way that the proposed theatrical methodology works. Although it is true that some
of the theatrical coordinators expressed the need to expand the application
processes in order to exploit their full potential or that some of the participants did
not show a special interest in specific labor insertion in the agroecological sector,
it is no less true that despite these criticisms and points for improvement, the
didactic method created seemed to bear fruit and good results in the vast majority
of the participants. Cases.
In this sense, it is pleasing to observe how, in the face of a particularly complex

and difficult problem that traditionally and especially in recent years has brought
the political authorities of the countries of the European Union to their knees, art
in general and theatre in particular have once again shown their social potential
to show that there is no problem that cannot be addressed with the infallible
combination of humanism and humanism. creativity.
But if there is one thing we must recognize that is especially gratifying about
the proven usefulness of the methodology, it is that it seems to be able to emerge
in the short term as a tangible and efficient tool to fight against intolerance,
demonization, prejudice and injustice that, often in a self-interested way, from
many sectors of power, political and ideological movements, the media and some
social currents at a global level and also within the European Union, are taking
hold of groups as vulnerable and socially sensitive as refugees and asylum
seekers.
In this sense, we hope that the usefulness of this methodology will serve, on
the one hand and in a concrete way, to improve the living conditions of the people
who have the opportunity to use it; and on the other, in a more ideal way, to help
curb intolerance, intransigent nationalism, racism and unjustified discrimination.
conclusions
Thus, this theatrical methodology does not aspire to be just a one-off instrument,
but underneath its development and application it has the pretension of becoming
a tool of struggle that serves, from the most absolute humility and aware of its
limitations, to help make a better world.
Although we are convinced that this manual and the theatrical methodology of
insertion included in it are still the first steps in a process that undoubtedly only
lays its first foundations, we believe that this particular one is a fundamental step
from which to begin to build more complex processes and projects for the
integration and insertion of refugee and asylum-seeking populations in the
European Union. The proposed methodology, although it is still susceptible to
improvement and expansion, constitutes a fundamental pillar around which to
orbit and settle in the short term to begin to build a true integrative social theatre
dedicated exclusively to these groups.
In a similar order of things, without similar, similar and/or comparable

precedents, this methodology aims to be an effective contribution to also face the
current crisis in the theatre industry, considerably increased since the COVID-19
pandemic and the advance of other forms of entertainment, and the lack of a real
connection between the majority of European citizens and some of the most
important and serious social problems that affect the whole of Europe. European
Union.
In addition, in a more general and broad sense, this methodological and

didactic development is also expected to be an important contribution to the
process of regeneration, reinvention and convergence of European theatre and,
specifically, with regard to the current social theatre of the continent. Moreover,
we hope that this methodology will serve to show the need for a daring and
courageous social theatre, which is willing and daring to face again the great
problems faced by all European states and citizens, resorting to theatrical artistic
conclusions
practice through useful experimentation, social and political commitment,

pragmatism, etc. shared responsibility and innovative proposals.
Thus, among its general objectives, the methodology aims to be an effective

catalyst in the integration and linking of European social theatre in its social
aspect as a didactic mechanism of shared integration. By offering a unified and
innovative typology and methodology that addresses one of the most important
shared problems and that is promoted and disseminated through instruments
such as this guide, the methodology intends to be a significant and relevant step
in the process of European theatrical integration.
On the other hand, we believe that proposals such as this should always serve
to denounce, to highlight and to show the shortcomings that we suffer from as
Europeans. In accordance with this, the methodology aims to generate processes
of vindication on the part of vulnerable groups such as the one we work with,
favouring that these groups have the capacity to show themselves, raise their
voices and complain before the often conceited and excessively well-off
European societies and political classes. In this sense, this methodology does
not aspire or intend to be or to be erected as an opportunity for these population
groups, but is simply part of the fulfillment of a mandate that refers to the effective
social, cultural and labor integration and insertion in accordance with international
and European legislation that protects these human groups.
conclusions
BIBLIOGRAPHY
Al., Nofri et. GLOTTODRAMA METHOD. Manual of didactic resources for the teaching of
Spanish as a foreign language through theatre. Valencia: Universitat Politèctica de
València (UPV), 2016.
Artaud, Antoine M. Le théâtre et son double. Paris: Gallimard, 1938.
Barreto, Gaby. The Playback Theatre: Theatre Improvisation Workshops for the Integration of
Latin American Immigrants in Montreal. Montreal: University of Montreal, 2008.
Biggin, Rose. Immersive Theatre and Audience Experience. Space, Game and Story in the work
of Punchdrunk. London: Palgrave MacMillan, 2017.
Boal, Augustus. Teatro do Oppressed: e outras poéticas políticas. São Paulo: Cosac Naify, 2014.
Bogart, Anne, and Tina Landau. The Viewpoints Book. A Practical Guide to Viewpoints and
Composition. New York: Theatre Communications Group, 2004.
Campos, Jesús. "Historical Migrations." Edited by Domingo Miras, Ricardo Senabre, Lidia and
Estévez-González, Ruth. "Theatre as an instrument for integration in the ordinary
classroom of a student with Down Syndrome." Gather. 2014.
https://reunir.unir.net/handle/123456789/2244 (accessed Jan. 12, 2024).
FAO. Agroecology Knowledge Hub. January 2, 2024.

https://www.fao.org/agroecology/home/es/.
Holowatuck, George, and Deborah Astrosky. Manual of theatrical games and exercises.
Towards a pedagogy of the theatrical. tags. Buenos Aires: Atuel, 2009.
Lecoq, Jacques. The Moving Body, the Poetic Body. Barcelona: Alba Editorial, 2003.
López, Tomás I. "Social Theatre as a Tool for Citizen Participation in the Municipality of
Murcia." RES, Journal of Social Education, no. 31 (2020): 135-154.
Mumford, Meg. Bertolt Brecht. London and New York: Routledge, 2009.
Nofri, Carlo. Guide to Glottodrama Method. Learn Foreign Languages Through Drama. Rome:
Novaculture, 2009.
Stanislavski, Constantin. An actor prepares. New York/London: Routledge, 1989.
UNHCR. Global Trends. Forced displacement 2023. UNHCR, 2023.
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Vieites, Manuel F., and José A. Caride. "Theatrical creation and interdisciplinarity in the."
Education Forum 15, no. 22 (2017): 1-28.
conclusions
conclusions

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TRAINING FOR THE SOCIO-ECONOMIC INTEGRATION OF REFUGEES

AND ASYLUM SEEKERS IN THE EUROPEAN UNION

GUIDE FOR SOCIO-ECONOMIC INTEGRATION

COFINANCIADO POR LA UNIÓN EUROPERA A TRAVÉS DEL SEPIE

Chapter: INTRODUCCION Page 2 of 149

Chapter: INTRODUCCION Page 3 of 149

Chapter: INTRODUCCION Page 4 of 149

Chapter: INTRODUCCION Page 5 of 149

"Theater cannot disappear because it is

Secondly, the observation of previous projects by the Spanish social enterprise

Chapter: INTRODUCCION Page 7 of 149

Chapter: INTRODUCCION Page 8 of 149

OBJECTIVES AND PRETENTIONS

Furthermore, the proposed theatrical pedagogy aims to contribute to

Chapter: INTRODUCCION Page 9 of 149

Ultimately, this didactics emerges with the intention of being an effective

CONTENT AND METHODOLOGY

To achieve this, a specific didactic and methodological method is presented,

For each phase, a series of methodological explanations accompanied by

Chapter: INTRODUCCION Page 10 of 149

In addition to these, and generally designed to coincide with sensitive or complex

While all workshop participants, as individuals benefiting from international

Chapter: INTRODUCCION Page 11 of 149

To complement this initial reflective part, an argumentation is introduced and

Finally, it is worth emphasizing that, to provide perspective, enable comparisons,

Chapter: INTRODUCCION Page 12 of 149

THEATER AND SOCIETY:

THEATRE AS A TOOL FOR SOCIAL INTERVENTION

Chapter: towards a true integrative and insertion theater Page 14 of 149

It is true that the importance of this aspect as an ultimate intentional end, as

Chapter: towards a true integrative and insertion theater Page 15 of 149

demonstrative character, but theatre is always essentially a teaching, the latter

Since Bertolt Brecht with his dialectical theatre began to establish in a

Chapter: towards a true integrative and insertion theater Page 16 of 149

It is from the understanding of theatre as an instrument of collective

The proliferation of courses, workshops and theatrical dynamics whose main

Chapter: towards a true integrative and insertion theater Page 17 of 149

In particular, this social usefulness of dramatic practice has often focused in

THEATRE, INTEGRATION AND INSERTION

Grandiloquent phrases such as integrative theatre or theatre for social

With the exception of inclusive theatre, which in a general and well-established

Chapter: towards a true integrative and insertion theater Page 18 of 149

partially different from a supposed – and largely fictitious – dominant social

Chapter: towards a true integrative and insertion theater Page 19 of 149

on values or considerations that are widespread and generalized at the social

Chapter: towards a true integrative and insertion theater Page 20 of 149

The absence of a homogeneous methodological basis and minimum shared

In contrast to this uniqueness of classical Social Theatre, the projects and

Chapter: towards a true integrative and insertion theater Page 21 of 149

Faced with this dispersed multiplicity without a defined strategy or joint

Chapter: towards a true integrative and insertion theater Page 22 of 149

populations at serious risk of social exclusion, tolerance of certain identity

Chapter: towards a true integrative and insertion theater Page 23 of 149

THEATRE FOR THE INTEGRATION OF IMMIGRANTS AND

Before continuing, it is appropriate to make a clarification regarding the inclusion

Chapter: towards a true integrative and insertion theater Page 24 of 149

Chapter: towards a true integrative and insertion theater Page 25 of 149

Although a large part of the methodology, techniques and theatrical exercises