Leituras dramatizadas e diálogos sobre ensino de história antiga na Amazônia rondoniense em interface com a pesquisa-ação.

The present article aims to raise questions and provide reflections on didactic strategies for teaching and learning history contents through theatrical experiences (dramatized readings) lived by the Greco-Roman Medea Theatre Group in the rondonian amazon. The presence of the absent is noted by imagining the past that gains "bodies" through performances that express other times and subject, especially the themes of Ancient History, studied in contemporary times. The methodology adopted was action research, as university extension is proposed and practiced, it investigates doing, observing it, studying and in some ways recreating events, spaces and cognitive definitions in the field of thinking and bringing to the center the world of classical antiquity. The study and actions hold obvious concerns, with regard to historical anachronism, however, it is invision that the past is not buried but transits in the present, with distinct faces, but that in many senses suggest the presence of the ancestor in the making and thinking, that is, there is a concern to read the present in dialogue with what has already been and that persists in human behaviors and perceptions. And so, the point of reflection is taken to the perspective that the past is not dead and buried, even if in materiality it is, but, as a producer of cultures, it is revisited at all times with the intention of those who theorize, write, and, of those who read and study in the current days. Based on what was said above, we agree with Bachelard's conception (2013) with regard to imagination, that it will always be more than living and also with Ricoeur (2007), because for him the imagination is assumed the unreal, the fictitious, as well as other non-positional traits, which are in the theoretical contribution of these authors that circulate in the research approach. The past-present, reinvented to produce knowledge and bring those who hear and see together, was the objective of the didactic/extension intervention, which is done as an action research. In the field of procedural elements of the research, continuous observation was adopted and also the involvement of the participants, that is, those who were at the head of the extension proposal, the students of the undergraduate course in history, the teachers, and in a more accurate way the expressions of the community that experienced the dramatized readings. The time between the study corresponds to the period among 2017 and 2018. [ABSTRACT FROM AUTHOR]