La gestión de la sorpresa o la astucia del aburrimiento: un aporte de las Artes Teatrales a los procesos de docencia

Introduction: This paper presents a didactic experiment conducted in Theatre Appreciation courses for first-year students at the University of Costa Rica. Objective: The study aims to explore the use of the element of surprise as a pedagogical strategy to enhance learning, increase student participation, and stimulate motivation. Methods: The experiment was based on the hypothesis that a class can be conceived as a “scenic convivium”. To this end, sequences of surprise performative events were designed and implemented during class sessions with the aim of capturing students’ attention, alongside a traditional pedagogical design. Results: Based on student evaluations collected through linear-scale questionnaires, the findings indicate that the implementation of this methodology fostered greater participation, improved disposition toward course content, and a more dynamic classroom environment. Conclusions: The results demonstrate that it is possible to integrate scenic and pedagogical approaches in a symbiotic manner, generating more meaningful educational experiences, particularly in university contexts related to the Humanities. The proposal suggests that performative skills in teaching may constitute a key element in responding to the transformations in the learning culture characteristic of the 21st century.