This paper presents the results of an investigation into the value of using
drama in a Brazilian university classroom. Drawing on Di Pietro (1987) and
Via (1976) on the advantages of using drama in language learning, from
Mezirow (1990) and Schön (1991) on the importance of reflection for
promoting meaningful learning, and from Donato and McCormick (1994) and
Lukinsky (1990) on the e¤ectiveness of portfolios as a tool to promote
reflection, the paper presents a case study of the use of drama in an oral skill
class, describing the course structure and classroom procedures. It includes
learners’ voices as taken from their portfolios, and evaluates results, presenting
setbacks and possible solutions. Finally, it encourages the use of drama and
portfolios for transformative and emancipatory learning.