THE RECONSIGNIFICATION OF THEATER AND THE TRAINING OF THE PLAY TEACHER: PLAY AND PLAY IN QUESTION

Abstract

The article deals with the relationship between play and playfulness and the necessary redefinition of Theater in school practices. To this end, it argues about the necessary teacher training from a playful perspective. In this sense, it is based on Kishimoto (2003), Brougère (2000), Vygostky, 2004, Gandhy Piorsk (2016), Spolin (2008), Siqueira (2020), Bandeira Souza (2015), Almeida (2019), from of which conceptualizes playfulness, playing and the training of the playing teacher. It is argued that through play children can make experiences that they would not dare to do in ordinary life. The toy allows entry into the imaginary world, and allows different forms of use, as well as enabling the representation of reality when the child imagines real objects, everyday facts. Playing becomes fundamental to both the child’s cognitive, motor and emotional development. Theatrical systems combined with playfulness transform theater into a space that promotes new learning, as it combines pleasure, emotion and representation. In this sense, it indicates the necessary training of the playful educator, in the direction of promoting playful experiences via theater, triggering a creative process and promoting new practices in the school context.