REFLECTED GAZES: RETHINKING TEACHER EDUCATION BETWEEN THEATER AND NEUROSCIENCE

The exigencies that the educational reality imposes on us require us to rethink and reconstruct the relationships the relationships of bodies both within and between bodies, that inhabit school, educational, and social space.The complexity-based approach requires us to acknowledge and validate the systemic and processual nature of learning, welcoming recent neuroscientific findings that demonstrate how any pedagogically grounded discourse must include the bodily, perceptual, and sensory dimensions in a holistic and global view of the person.In theatrical research, the following performance themes are identified: intention, life forms, autopoietic feedback loop, presence, and empathy. These connections between the performing arts and the field of education can be utilised to rethink teacher education from an embodied perspective