Abstract
This article systematizes the knowledge produced in the Course Theatrical Criticism, taught in the School of Dramatic Arts of the University of Costa Rica. The systematization was done by identifying the type of content that is relevant in a curriculum according to Crispin et al. (2011). These are the conceptual, procedural, and attitudinal contents. This raises the problem of a definition of theatrical criticism, as well as its discursive strategies and its function. In addition, the coexistence agreements implemented in the course are documented as part of its attitudinal contents.
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