<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-0458</journal-id>
<journal-title><![CDATA[Revista Lusófona de Estudos Culturais (RLEC)/Lusophone Journal of Cultural Studies (LJCS)]]></journal-title>
<abbrev-journal-title><![CDATA[RLEC/LJCS]]></abbrev-journal-title>
<issn>2184-0458</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudos de Comunicação e Sociedade (CECS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-04582025000202008</article-id>
<article-id pub-id-type="doi">10.21814/rlec.6535</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Empatia em Cena: O Teatro Como Prática Pedagógica Para a Construção de uma Medicina Mais Humanizada]]></article-title>
<article-title xml:lang="en"><![CDATA[Empathy on Stage: Theatre as a Pedagogical Practice for Fostering a More Humanised Medicine]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreira]]></surname>
<given-names><![CDATA[Nádia Hellmeister Morali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frutuoso]]></surname>
<given-names><![CDATA[Letícia Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Departamento de Artes da Cena, Instituto de Artes ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas Laboratório de Estudos sobre Arte, Corpo e Educação, Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-04582025000202008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-04582025000202008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-04582025000202008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Pesquisas mostram que, ao longo da graduação em medicina, os(as) estudantes tendem a sofrer uma perda significativa da empatia por pacientes e colegas. Diante desse desafio, propomos estratégias pedagógicas que fazem do teatro um meio para vivenciar temas essenciais à formação profissional, criando um espaço de acolhimento e aprendizagem emocional. Com a utilização da reflexão em ação, o objetivo é desenvolver repertórios para lidar com situações difíceis ou distantes dos ideais de cuidado. Afinal, para que profissionais de saúde validem as emoções de seus pacientes, é preciso que antes reconheçam e legitimem suas próprias emoções. Neste artigo, em formato de relato de experiência, abordaremos a metodologia Medical Education Empowered by Theater (MEET), pautada na Pedagogia do Oprimido de Paulo Freire e no &#8220;teatro do oprimido&#8221; de Augusto Boal, em duas frentes: simulações de consultas médicas e aulas de teatro. As aulas de teatro com foco nas habilidades de comunicação, promovem a &#8220;desmecanização&#8221; dos corpos - trabalhando não apenas a musculatura, mas também hábitos, dogmas e certezas enraizadas (Boal, 1998/2014). Essa prática amplia o repertório existencial, fortalecendo a alteridade e a empatia. Depoimentos dos(as) estudantes reforçam uma lacuna na formação médica: a longitudinalidade das abordagens humanistas, evidenciando a urgência de atividades curriculares que mantenham o ambiente de aprendizagem como um espaço criativo, respeitoso e vivo de reflexão. Diante disso, defendemos a expansão de práticas teatrais na formação médica como alicerce para uma medicina mais humanizada, assumindo um compromisso ético com os mais vulneráveis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research shows that, throughout medical school, students tend to experience a significant decline in empathy towards patients and peers. Faced with this challenge, we propose pedagogical strategies that use theatre as a means of exploring themes essential to professional training, creating a space for emotional learning and care. By employing reflection-in-action, the aim is to develop repertoires for dealing with situations that are difficult or far removed from ideals of care. After all, for health professionals to validate their patients&#8217; emotions, they must first recognise and legitimise their own. In this experience report, we discuss the Medical Education Empowered by Theatre (MEET) methodology, which is grounded in Paulo Freire&#8217;s Pedagogy of the Oppressed and Augusto Boal&#8217;s &#8220;theatre of the oppressed,&#8221; and is implemented through two approaches: simulated medical consultations and theatre classes. Theatre classes focusing on communication skills foster the &#8220;de-mechanisation&#8221; of the body - working not only on physical expression but also on habits, dogmas, and deeply rooted certainties (Boal, 1998/2014). This practice broadens the existential repertoire, strengthening otherness and empathy. Students&#8217; testimonies highlight a gap in medical training: the lack of longitudinal humanist approaches, underscoring the urgency of curricular activities that sustain the learning environment as a creative, respectful, and vibrant space for reflection. In light of this, we advocate for the expansion of theatrical practices in medical education as a foundation for a more humanised medicine, committed ethically to the most vulnerable.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[teatro]]></kwd>
<kwd lng="pt"><![CDATA[empatia]]></kwd>
<kwd lng="pt"><![CDATA[medicina humanizada]]></kwd>
<kwd lng="pt"><![CDATA[emoções na formação médica]]></kwd>
<kwd lng="pt"><![CDATA[simulação de consultas médicas]]></kwd>
<kwd lng="en"><![CDATA[theatre]]></kwd>
<kwd lng="en"><![CDATA[empathy]]></kwd>
<kwd lng="en"><![CDATA[humanised medicine]]></kwd>
<kwd lng="en"><![CDATA[emotions in medical education]]></kwd>
<kwd lng="en"><![CDATA[simulated medical consultations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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