Abstract
The aim of this study was to map research, based on a qualitative approach, that uses the Vygotskian concept of perezhivanie (lived experience) as a category of analysis in research on teacher training. The bibliographic survey was carried out using the systematic literature review and meta-synthesis method. As a result of this procedure, four scientific publications that make use of the concept of perezhivanie were identified. Thus, despite being found in several of Vygotsky’s works, we consider that the concept of perezhivanie has been little used in scientific studies inspired by the theoretical heritage of this author. By mapping research on teacher training and perezhivanie, this study provides new starting points for investigations that seek to move forward with the reflection on the importance of considering lived experiences and the interrelationship between emotion and intellect in teacher training courses.
Introduction
The changes brought about by global movements in the organization of society also imply transformation in the educational scenario. Education is essential for the constitution of the human being and for overcoming the idea that schools work exclusively with cognitive aspects. In this sense, there are several challenges that permeate different levels, such as teacher training, a strategic space for promoting improvements in the quality of education. Overcoming challenges requires actions that provide training processes not only permeated with scientific knowledge, but also with experiences and reflections that encourage teachers to think about their own profession. Lee Shulman, in an interview with Born et al. (2019), argues that “a teacher is someone who uses the knowledge, experience, training and cultural baggage he or she has to stir the hearts and minds of young people for whom he or she is responsible” (p. 5). Once this is understood, the teacher’s personal experiences also need to be considered in the training process, as they affect their teaching identity, in the way they relate to the environment, in their teaching work and in their mediation with their students.
Teacher training, a field of knowledge that investigates and proposes to develop knowledge for professional practice, in order to intervene better, is linked to the “production of meanings” about the teacher’s lived experiences. The movement to (re)build teacher training, using the teacher’s acquired knowledge and experiences, in a reflective and interactive relationship with other teachers in training spaces, based on the zone of actual development, corroborates for professional development in teaching. The affluence of assumptions on the new forms of organization of society permeates legislation, educational policies, curricula and contributes to the subjectivity of subjects, their experiences, emotions, and implications in multiple sociocultural spaces. In this way, guaranteeing quality training requires efforts to implement educational processes that recognize the interdependence of physical, cognitive and emotional development. “The key to the full development of human capacities lies in educational processes. Who educates, and how, becomes a central issue in these processes.” (Gatti, 2014, p. 35). Carrying out training with a subjective, cognitive, affective and social basis requires discussing teachers’ relationships with their own development, in order to satisfy the new needs of teaching.
Considering the point of view put forward in this introduction, this article aims to map research, using a qualitative approach, that uses Vygotsky’s concept of perezhivanie as a category of analysis in research on teacher training. Our global analysis of published productions aims to obtain an overview and establish a synthesis to serve as a dialectical basis for further investigations regarding teacher training and the idea of perezhivanie.
The Russian word perezhivanie was used by Lev Vygotsky for the first time in his literary criticism “The Tragedy of Hamlet”. The multiplicity of definitions of perezhivanie and its relations with Russian terms result in this Vygotskian category being endowed with a unique character, being used in works by this Russian theorist throughout the period of his productions. Toassa (2009) interprets perezhivanie as “an experience accompanied by lived feelings and emotions” (p. 55). The concept and application of perezhivanie, related to experience, affections and emotions, is present in the research identified and selected by the study that follows.
In order to carry out a bibliographic survey, this study was based on the method of systematic review of qualitative investigations, also called meta-synthesis. This means bringing similar research together, critically assessing it in order to synthesize data from an interpretive view. (De-La-Torre-Ugarte-Guanilo et al., 2011). Meta-synthesis proposes to analyze information from primary studies in an in-depth and reflective way. This analysis was based on Vygotsky’s cultural-historical theory (1983, 1998, 1999, 2013, 2016, 2017).
The results and discussion cover the linkages of the formative processes of the selected studies that, analyzed in the light of the cultural-historical theory, present contributions regarding the possibilities of teaching transformation and development when considering experiences lived in interaction with the environment. Anchored in Vygotsky’s theory, Vinha and Welcman (2010) state that “the environment cannot be analyzed by us as a static and external condition in relation to development, but must be understood as variable and dynamic” (p. 688), and should consider, in formative contexts, “the level of understanding, grasp of consciousness, apprehension of what happens in the environment” (p. 688).
Finally, in the final considerations, resuming the analysis of the studies and the objective of this article, emphasis is placed on the potential of investigations involving teacher training and examining emotional and cognitive aspects, anchored in Vygotsky’s concept of perezhivanie.
Origin and uses of the concept of perezhivanie
The term “perezhivanie” was initially defined by the Russian actor and theater director C. S. Stanislavski (1863 - 1938), as the process of experiencing life for building characters (Capucci & Silva, 2018). In order to do this, the artist needs to experience the character voluntarily and truly in the face of the social, cultural, historical and psychological context that is presented. Vygotsky embraces the concept of perezhivanie, coming from the theater, to discuss the psychological aspects of artistic expression in his doctoral thesis “The psychology of art”, defended in 1925 (González Rey, 2018). He was interested in art, especially literary works, and writing his thesis led him to deepen his research on psychology (Ivic, 2010).
It was in “The Psychology of Art”, as analyzed by González Rey (2018), that Vygotsky explored the concept of perezhivanie as being “a set of emotions inherent in human performance” that was used to “define the intrinsic emotional character of creation in art, as well as to explain the perception of artistic work. Art, in his perspective, was intrinsically associated with feeling, imagination and fantasy” (González Rey, 2018, p. 341).
Based on Russian dictionaries, linguists and translators, Toassa (2009) studies the use and meanings of verbs to conceptualize the term perezhivanie, which she claims to be “arduous”. Introducing the perfective verb (actions that end – something that has taken place), пережить – perejit (live, experience an emotion; suffer)”, and the “imperfective verb (actions that have not ended), переживaть – perejivát – live, experience existence; suffer”, the author arrives at the corresponding noun, “переживание – perezhivanie – lived experience (Toassa, 2009, p. 59).
According to that researcher, the term still appears in some translations as experience or emotional experience. González Rey (2018), on the other hand, criticizes the translation made from the Russian language into other languages, stating that perezhivanie is not merely an emotional experience. The author points out that perezhivanie happens in all human activity in which creativity, imagination, fantasy, in addition to emotion, are present.
According to studies by Toassa (2009), Vygotsky includes in the concept of perezhivanie the implications of the social relations of the human being along with psychic reality, “designating both the apprehension of the external world by the subject and his/her participation in it, as well as that of his/her own inner world (his/her ‘psychic reality', indicating that this inner world is subject to symbolization and grasp of consciousness […]” (p. 61). Although perezhivanie is peculiar to and different for each person, as they interpret their reality depending on how they attribute meaning to situations and contexts, it is still a social, historical and cultural phenomenon. It is a dialectical process: the social and cultural environment is within each individual just as each individual is situated in that environment (Liberali & Fuga, 2018).
Common to the Russian language and intertwined with other Vygotskian concepts, perezhivanie is presented with unique meanings attributed by Vygotsky, who, in his writings, relates the meaning of perezhivanie to other concepts such as emotion, affection, grasp of consciousness, integrating various aspects of psychic life (Toassa & Souza, 2010). Used to mean the experience of something constant or not, and dynamic, in Vygotsky, the concept of perezhivanie first appears as a lived experience in his literary criticism, the monograph “The Tragedy of Hamlet, Prince of Denmark”: In “The Tragedy of Hamlet” (Vygotsky, 1916/1999b), it is possible to perceive that lived experience can extend to the past and the future of human existence, making present important elements in the orientation of human actions. It is an abstract noun that delimits a unifying psychological process of subject and object in an immediate relationship, being able to express different mental contents and be permeated by varied qualities (“aesthetic experiences”, “complex experiences”, “the experience of a work of art”, “experiences of self” etc.). (Toassa & Souza, 2010, p. 760).
When investigating the term in the critique of that work of art, “emotion and lived experience” are intrinsically linked in a simultaneous or concomitant sense, with the latter as a substantial human process of life. For Vygotsky in 1916, “to experience and participate in an impacting reality, apprehended by the subject without a priori judgment – in the case of the play, a complex drama, since Hamlet lives not the world of appearances that surround him, but rather the one revealed by the specter” (Toassa & Souza, 2010, p. 762).
Based on human dramas and conflicts, as a Vygotskian concept or category, “lived experience” can be identified in the critique of Prince Hamlet, in “The Psychology of Art” (Vygotsky, 1998), and in “Lesson four: The problem of the environment in pedology” (Vinha & Welcman, 2010). The term is used in the analysis of environmental influences on three children, exposed to the same circumstances, but with different reactions; perezhivanie is a fertile category for research.
Dialectically broad and singular, perezhivanie interrelates reason, facts and emotion, and in the relationship of lived experiences, constitutes consciousness and personality. Toassa and Souza (2010) understand Vygotsky’s discussions of lived experience as a process in which the individual constructs a conscious sense of him/herself, whether in relation to his/her personality or his/her transitory state, which is formed through the fusion of thoughts, language and emotions/affects. In this sense, lived experiences are permeated by emotions, reason, experience, needs and are intrinsically linked to past or future experiences. For González Rey (2000), “lived experience represents the indissoluble unit of external and internal elements, which are expressed in an integrated way in cognitive and affective aspects” (p.136). Going beyond reason, the conception of consciousness in Vygotsky “has its unit of systemic analysis in lived experiences, which encompasses aspects considered irrational (in the case of affections and sensations) and rational (in the case of thought, reasoning for solving problems in their most diverse variations)” (Toassa & Souza, 2010, p. 763).
Toassa and Souza (2010) define the incidence of facts and circumstances in the relationship with the environment as effective lived experiences, given the transformations in the individual. The concept of perezhivanie contributes to flexibility and breadth, supported by relationships with the environment and influences, “the lived experience of any situation, the lived experience of any component of the environment, determines what influence this situation or this environment will have on the child.” (Vygotsky, 2010, p. 684).
Methods
This article is characterized as a systematic review of qualitative investigations, that is, a meta-synthesis. According to De-la-Torre-Ugarte-Guanilo et al. (2011), systematic literature reviews can be anchored both in quantitative and qualitative primary studies, with the choice of the best approach depending on the type of question asked when planning the systematic review. According to the same authors, SR [systematic review] qualitative approaches allow the researcher to understand or interpret social, emotional, cultural issues, behaviors, interactions or experiences that occur in the context of health care or in society, based on the occurrence of a phenomenon, in addition to informing the proposition of new theories (De-La-Torre-Ugarte-Guanilo et al., 2011, p. 1262).
According to de Alencar and Almouloud (2017), meta-syntheses are intended to analyze the information contained in primary qualitative studies in a more in-depth and reflective way with an interpretive view. The aim of the meta-synthesis is to carry out comparisons, systematizations and analyses that allow the theoretical and practical deepening of qualitative research results in themes relevant to different areas of knowledge.
In order to carry out data collection, which took place in June and July 2021, databases were selected that provide articles from peer-reviewed journals, such as: Science Direct, SciELO (Scientific Eletronic Library Online), Biblioteca do Conhecimento Online (B-On), LILACS (Literatura Latino-Americana e do Caribe em Ciências da Saúde), ERIC (Educational Resources Information Centre) and Periódicos CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). Descriptors in Portuguese and English were defined to meet the research objective through previous searches in the databases, consultation of synonyms in a thesaurus and visualization of keywords of articles considered to be a reference for this review. The combination of the following descriptors was used: emotion, emotional development, developmental psychology, university students, college students, teacher training, teacher education, teacher formation, initial teacher training, teachers’ initial formation and perezhivanie (in English); and vivência, perezhivanie, estudante do ensino superior, estudante universitário, universitário, formação de professores, formação docente, formação inicial de professores, emoção, desenvolvimento emocional and desenvolvimento psicológico (in Portuguese). The Boolean operators AND and OR were also used to form search strings.
The process of preparing the systematic review protocol, defining objectives, searching for articles in the databases, selecting and assessing them was carried out by two researchers autonomously. Together with the first two researchers, a third researcher carried out analysis of each selected article in order to extract information for the critical discussion, taking into account the “teacher training” and “perezhivanie” categories. The decision to include or exclude papers in our study followed criteria that were jointly defined and documented in the systematic review protocol, and any disagreements were dealt with in online meetings. A fourth researcher carried out the final revision of the text.
Numbers of articles retrieved per database.
Taking de Alencar and Almouloud (2017) as a reference, data analysis was performed on the retrieved studies. Data from these articles were extracted and grouped by similarities in order to understand the theme and meet the objective of this systematic review of qualitative investigations or meta-synthesis.
Results and discussion
Four of the retrieved articles were analyzed for this review:
Information on the retrieved articles.
aThe term “quartile” refers to a type of impact factor measurement of periodical journals, which can be classified as Q1, Q2, Q3 and Q4. If a journal is classified as Q1, for example, it means that it has a 75% greater impact than other journals in the same category. (Biblioteca FEUP, 2021, web).
General information about the articles.
The four articles carry out discussions of their results based on Vygotskian and Neo-Vygotskian Social-Historical Psychology, with the main themes being perezhivanie (Avraamidou, 2019; Nasrollahi Shahri, 2018; Vass & Deszpot, 2017; Yoon & Kim, 2019); mediation (Yoon & Kim, 2019); microgenetic analysis (Yoon & Kim, 2019) and experience-centered pedagogies (Vass & Deszpot, 2017).
As for their methods, the studies followed the qualitative approach with the use of more than one data collection instrument, such as interviews (Avraamidou, 2019; Nasrollahi Shahri, 2018; Yoon & Kim, 2019); filming (Vass & Deszpot, 2017; Yoon & Kim, 2019); lesson plans (Avraamidou, 2019; Nasrollahi Shahri, 2018; Vass & Deszpot, 2017); participants’ reflective texts (Avraamidou, 2019; Vass & Deszpot, 2017); and drawings (Avraamidou, 2017).
Yoon and Kim (2019) and Nasrollahi Shahri (2018), aiming at an explanatory and not merely descriptive approach, applied the microgenetic analysis method. Zanella et al. (2007) summarize this investigative method in four principles: (a) analysis of the process instead of the object; (b) genotypic instead of phenotypic analysis; (c) descriptive and explanatory analysis and (d) analysis of units instead of elements. Microgenetic analysis, also referred to as the experimental genetic method, is part of the foundation of what Vygotsky called “New Psychology”. It is a counterpoint to the methods of certain psychological approaches such as descriptive psychology and associationist psychology. In the microgenetic approach, subjects are understood based on their social, cultural and historical condition (Vygotsky, 1983). Yoon and Kim (2019) examined the development of specific processes and concepts over short periods of time in the microgenetic analysis of the study, in order to observe and track possible progression of learning and how participants’ orientations toward each other changed over time. Nasrollahi Shahri (2018) analyzed specific moments of development in the here and now, considering the development of the individual throughout life and sociocultural domains. Classroom practices and the participant’s reasoning about them were analyzed microgenetically.
It can be seen that in all the articles, the transformation movements of the research participants are presented, making evident, through the analyses carried out by the researchers, the process of becoming a teacher (Yoon & Kim, 2019); the development of skills (Vass & Deszpot, 2017) and the development of the teacher identity over time (Avraamidou, 2019; Nasrollahi Shahri, 2018).
Yoon and Kim (2019) emphasize that the dynamics of extra-class meetings to which Lucy and Chao, teachers participating in the research, were submitted, provided didactic and professional development to novice teachers. This is because in these meetings, the mentors accompanying Lucy and Chao considered not only the cognitive aspect but also the emotional meaning that novice teachers were giving to their teaching experiences. By applying Kokas’s pedagogy in the music education of music teachers, Vass and Deszpot (2017) concluded that didactic approaches centered on experience provide conditions for overcoming challenges and create opportunities for teacher transformation. The study by Avraamidou (2019), when researching the building of the identity of science teachers, analyzed the life stories of four science teachers. This research demonstrated that the formation of the identity of science teachers is multidimensional and is not restricted to the cognitive level.
The four teachers participating in the research conducted by Avraamidou (2019) had their professional identities based on many extra-class emotional experiences. Thus, it is important for teacher training to pay attention to both cognitive and emotional factors. From this global perception, different opportunities can be provided for building the science teacher’s identity. Nasrollahi Shahri (2018) presents the transformation an English teacher undergoes after participating in an intensive program at a large United States university. The study explored how positive or negative emotional experience influences the adoption of one or more teaching practices and demonstrates that it is important to recognize, in teacher training, the intrinsic relationship between teacher identity and the emotions experienced over time.
In addition to relating the transformation of teachers still in training or novice teachers to lived experience (perezhivanie), some authors emphasize the sociocultural content of this transformation. By considering the active action of subjects and social interactions in the transformation process, the research in question reinforces Lev Vygotsky’s theory. Although the four articles affirmed their link with Vygotsky’s socio-cultural perspective, two of the articles do not cite any primary source (Vass & Deszpot, 2017; Avraamidou, 2019), but rather cite secondary sources to refer to Vygotsky’s concept of perizhivanie (Esteban-Guitart & Moll, 2014; Holzman, 2008; Smagorinski, 2011). For Vygotski (2017) everything passes from the external to the internal, from the relationships between people to the relationships within the individual him/herself, from interpsychic processes to intrapsychic processes. Based on Vygotsky’s dialectical assumptions, the building of knowledge and knowledge from relationships with the environment result in the internalization of social processes in the subject in whom, in a dialectical relationship between the world and the human being, reactions to connections with the world focus on personal transformation (Oliveira & Stoltz, 2010).
Transformation always occurs through an activity that is mediated by instruments, whether they be physical and concrete or psychological (Vygotski, 2013). For Vygotsky, sensations, emotions, perceptions and appreciations are also forms of activity that have the potential for development and change in a person. Consciously experiencing an emotion and understanding the meaning of life’s experiences is an activity that generates personal development and transformation, as well as social transformation. As a person changes, they change their environment and their relationships, just as the transformed environment also affects each person individually. In this sense, Liberali and Fuga (2018) consider that if we consider that development stems from the experiences lived by subjects in society and the way in which they are refracted by each one of them from their invoked stories, that is, from experiences already lived previously, the process of transformation is collectivized and the understanding of social dynamics in achieving social transformation of subjects takes on a collaborative character (p. 370).
Therefore, a teacher’s perezhivanie is not just an individual experience, since a teacher’s activity has repercussions and affects the entire school community. Capucci and Silva (2017) make a reflection stating that “we can take ownership of our experience, conscious of our participation not only in our own history, but in the broader perspective of the entire fabric of human relationships” (p. 419). Those authors also add, in relation to perezhivanie, that “we live, feel, see, grasp consciousness and act” (p. 419), that is, through an experience of a real and intense emotion, the teacher is able to act and relate differently in the world.
The idea of “emotional experience” as being a meaning of the concept of perezhivanie is found in the majority of the aforementioned articles. The research by Avraamidou (2019) is the only one that uses perezhivanie in the sense of “lived experience”. As explained earlier, the difference in the use of the concept may be based on different translations of the Russian word переживание/perezhivanie.
Yoon and Kim (2019, p. 92) understand the concept of perejivanie as “the subjectivity of one’s lived experience” and cite Vygotsky’s work “Thinking and Speech” to support the conception of the inseparability between cognition and emotion, since it is emotional experience that “determines the way a particular situation or environment influences one’s development” (Yoon & Kim, 2019, p. 92) and gives meaning to environmental events experienced differently by each person.
Vass and Deszpot (2017) use secondary sources, that is, they cite contemporary authors who wrote about Vygotsky’s work such as Holzman (2008) and Smagorinski (2011), to define perejivanie as the manifestation of emotion for “framing and interpretation of human experience” and “as catalysts of imagination and creativity” (p. 2). Vass and Deszport ratify the idea of unity between emotion and cognition.
Avraamidou (2019) signals that the word perejivanie and the term “lived experience” are synonyms. For this author, who also uses a secondary source to cite Vygotsky’s work and does so through the authors Esteban-Guitart and Moll (2014), the term “lived experience” is related to the formation of the teacher’s scientific identity, which is consolidated during his or her experiences throughout his or her life, from childhood, through family, school, extracurricular, academic and professional relationships. These lived experiences are characterized by the intricate relationship between cognition/thought/meaning and feelings/emotions/sense (Avraamidou, 2019).
Another of the articles, namely that by Nasrollahi Shahri (2018), looks into the teacher’s identity and explains that identity is an “emotional understanding of self” (p. 92). The author attests to what cultural-historical psychology defends: the dialectical unity between emotion and cognition. He also conceptualizes perejivanie as the subjective meaning that the teacher attributes to his or her lived experience, that is, how the teacher understands his or her story, which is charged with emotion and which is the basis of his or her identity.
In his work “The Psychology of Art”, Vygotsky (1998) writes about the immediate and secondary psychological functions and effects of art. Among the functions listed by the author are the transmission of feelings, the cathartic biological function, the control of feelings, the interaction and social communication function, the sublimation function and the pedagogical function (Vygotsky, 1998). In the book “The Psychology of Art”, when the word perezhivanie is translated into Portuguese, for example, it gains the meaning of lived experience. In North American translations, however, perezhivanie appears as “emotional experience” (Toassa, 2009, p. 60). However, despite possibly being based on different translations of perezhivanie, the selected studies are consonant in associating this Vygotskian concept with the inseparability of emotion and intellect. For Vygotsky (1998), emotion and intellect are closely related. If at the beginning of development emotions are more linked to instinctive factors, during development, through social interactions, they become more complex. In the cultural-historical perspective, both the emotions and the intellect must be attended to and each of these aspects must be used to refine the other (Vygotsky, 1998).
Reiterating Vygotsky’s considerations, for the authors of articles we analyzed (Avraamidou, 2019; Nasrollahi Shahri, 2018; Vass & Deszpot, 2017; Yoon & Kim, 2019), teacher training focusing only on the cognitive aspect does not bring the expected result regarding the transposition of the theory covered at university to the reality found in the classroom. In addition, teachers, when exercising their profession, tend to be left on their own to put the knowledge they have acquired into practice, and their experience is often individual without the necessary sharing between their peers. As such, the articles are unanimous in emphasizing that emotions need to be considered in teacher training. More than that: they need to be understood, expressed, discussed and shared in teacher training. Teachers need to talk more, demonstrate what they felt in certain experiences; they require spaces to demonstrate their joys, enthusiasms and also need openness and acceptance to reveal their fears, their situations of anger and their moments of sadness. When using language to express emotions, these can be better elaborated by thought in order to then regulate one’s own conduct in search of training and development.
For Vygotski (2016), emotion involves “motivation, tendency to act, impulse” (p. 77). In this sense, it is emotion that promotes action and which is the necessary incentive for transformation. When taking part in an activity, the teacher lacks emotions to such an extent that this mobilizes him/her towards a goal. From this perspective, “there is an emotional tendency in the origin of all activity” (Camargo, 2004, p. 125). Motivation, then, operates as “the driving force of activity […] and drives its development” (Camargo, 2004, p. 134).
Final considerations
The systematic review carried out demonstrates the scarcity of qualitative research that uses the Vygotskian concept of perezhivanie (lived experience) as a category of analysis in research on teacher training.
Our study identified only four scientific productions that met the pre-established criteria. Thus, despite running through several of Vygotsky’s works, the concept of perezhivanie has been little used in scientific studies that consider this author’s theoretical heritage in reflections on teacher training. And the studies that do use the idea of perezhivanie do not necessarily give central emphasis to this concept. The study conducted by Yoon and Kim (2019), for example, despite considering lived experience (perezhivanie), concentrates more on the interactionist aspect and responsive mediation that characterized the relationship between mentors and mentees who took part in the research.
As a consequence of the objective of the present study, it was possible to identify the use of two meanings for the concept of perezhivanie in the selected studies, one referring to “emotional experience” and the other to “lived experience”. In agreement with Toassa (2009), we consider that the idea of “lived experience”, more complex than “emotions”, “feelings” or “affection”, is also more coherent with Vygotsky’s cultural-historical theory.
In the conclusions of the studies presented here in detail, there is unanimity regarding the recognition that teacher training programs should consider the lived experience of future teachers, or novice teachers, and provide multiple training experiences that address both emotional and cognitive aspects. The articles by Nasrollahi Shahri (2018) and Avraamidou (2019) further state that a teacher’s professional identity is deeply rooted in their perezhivanie.
By mapping research on teacher training and lived experience, the present study brings some implications on the use of the Vygotskian concept of perezhivanie. It also provides new starting points for investigations that seek to move forward the reflection on the importance of considering the interrelationship between emotion and intellect in teacher training courses. After all, just as the actor needs to experience his new character when building a role, during teacher training it is necessary to allow teachers moments in which they “taste”, feel and experience. In other words, to consciously experience the teacher’s role, so as not to act mechanically.
In “On the problem of the psychology of the actor’s creative work (1932)”, Vygotsky (1999) reflects on artificially produced emotion compared with the “natural, live, real emotion of the actor playing the role” (p. 15). The truth that the actor passes on in the performance of a certain role is the same truth that needs to be developed by the teacher when he/she is in front of his/her students. The teacher’s emotion needs to affect the students’ emotion. And how to do this? Liberali and Fuga (2018, p. 371) suggest “creating dramatic events” to mobilize emotion with others and to engage and feel.
Footnotes
Declaration of conflicting interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior.
