TEACHER EDUCATION: A PRELIMINARY ANALYSIS OF A WORKSHOP GROUNDED IN THE THEATRE OF THE OPPRESSED

Abstract

This article discusses the construction of a formative proposal, developed in the format of a workshop, aimed at undergraduate teacher education programs in Biology, Physics, Mathematics, and Chemistry at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The experience articulates elements of bodily expressiveness and techniques from the Theatre of the Oppressed to promote reflections on teacher identity, contextualized pedagogical practices, and power relations within the school environment. It is grounded in the understanding that future teachers enter initial training carrying memories, postures, and gestures that compose their bodily repertoires and directly influence their professional practice. The methodology integrates observation, acting exercises, bodily dynamics, and theoretical discussion, seeking to provide a more reflective formative pathway. The results indicate that this approach contributes to expanding awareness of the body as a pedagogical instrument, strengthening the creative autonomy of pre-service teachers, and fostering critical reflections on the educational context. The study concludes that formative practices grounded in corporeality and in the aesthetics of the oppressed enhance the construction of teacher identity and can be consolidated as powerful pathways for initial teacher education.