The crisis state of society at the beginning of the 21st century is increasingly described as chaos. At the same time, the desire of people to theatricalization of many types of their activities remains unchanged. This gives grounds to consider the theatricality of being as a sociocultural constant, immanently inherent in humanity. The fact that it persists even during periods of cardinal changes, social transformations, civilizational shifts, breaking cultural stereotypes, destruction of traditional institutions and discreditation of established ideals can be explained by the fact that theatricalization of life allows people to cope with sociopsychological discomfort and existential fears, caused by the feeling of total chaos. At the same time, people are faced with the problem of increasingly complex self-identification, which is largely facilitated by the ideas of transhumanism, which actively shatter the already weak notions of what a human being is. One of the approaches to solving this scientific problem is proposed to consider human activity in the context of theatricality of being. The purpose of the article is to comprehend the practice of theatricalization of various types of human activity in the context of the ideas of transhumanism. The methodological strategy of this research is based on the concept of theatricality of socio-communicative manifestations of culture. Analysis of the theoretical material showed that in the conditions of transhumanism, the development of criteria that make it possible to determine whether a human is still a human or has already turned into something else becomes an urgent task. One of these markers is proposed to consider the desire of a human to theatricalization of various types of their activities. Being one of the sociocultural constants immanently inherent in humanity, theatricality will be present in people's lives as long as they remain human, as long as they feel the need to articulate their social communication.

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The features of using Role-playing games in educating students - prospective teachers are considered. In practical classes on teaching methods of various disciplines, Role-playing games are often used, associated with conducting a fragment of a lesson or a full lesson. Typically, these practical classes are organized on an empirical level. The version of the Role-playing game "Observing Mathematics Lessons", developed on the basis of the theory of contextual learning, is presented. Psychological and pedagogical principles: simulation of specific conditions, game modelling of the content and forms of professional activity, collaborative activities are used in the design of the game. These principles are the basis for creating a game model, which consists of: game goals, a set of roles that indicate the functions of the player, the scenario and the rules of the game. The simulation model contains: didactic goals, the subject of the game and the evaluation system. An important difference developed by the Role-playing game is to take into account the personality types of students - participants in the game. Students with personality types typical for STEM students were selected for the role of "good pupil”. The roles of the "bad pupils" were played by students with personality types typical for students who usually do not have academic success in mathematics. A survey has been conducted, which showed that the proposed Role-playing game enable the simulation of the real situation of an observing mathematics lesson.

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