Scenic Experiments in Initial Teacher Training

Abstract

By asking about the potential of scenic experiments in initial teacher training, this text presents part of an investigation, using cartographic methodology, carried out with students from ten different undergraduate courses, proposing body movements that, at university, are not usually part of learning to be a teacher. In the company of studies that are situated at the interface between art and education, and amidst the implementation of practices in a class of the Didactics curricular component, the research pointed out possibilities of formative paths biased by poetic movements of teaching: movements of listening, playfulness/joking, time-space-presence.