Jogos teatrais spolinianos na formação docente: recursos para enfrentamento de situações de alta temperatura emocional

Abstract

Teaching practice is an activity that causes several impacts on the physical and, above all, emotional health of teachers, leading to the compromise of their professional performance and their illness. This study aims to discuss the permanence, or not, of using the Spolin Games as a resource in education of teacher, to help them to deal with the predominantly emotional manifestations in their craft. The theoretical framework was built from the concept of functional integration described by Wallon, what allows to understand that emotions are under the domain of the affective dimension, which, in a dialectical relationship with the domain of the motor act and cognition, they form the fourth domain: the complete person. We write this dissertation through a bibliographical research, investigating how theatrical games, an essentially artistic experience, can favor the moment of catharsis, when the unpleasant emotions, which arise at the time of solving the proposed acting problem, are unloaded and even recognized from the scenic reality. By physicalizing emotions, making them concrete (domain of the motor act), the participants of the Spolin Games appropriate a repertoire of strategies to recognizing and controlling these emotions.Thus, in moments of predominantly emotional situations, when there is a preponderance of the affective domain, the use of these strategies can contribute to reestablish the balance of the three domains. The reflections developed in this work, built from the Wallon's theory, suggest that the use of theatrical games in teacher education, with the aim of promoting the teacher’s affectivity development, preparing them to deal with emotional preponderance situations, can be supported by two pillars: physicalization and evaluation