NO PLACES, HIGH SCHOOL AND IDENTITY: PERFORMANCE AS AN EDUCATIONAL TOOL

Abstract

This study considers that the educational system’s lack of adaptation to social changes require an education focused on collaborative processes. To verify the previous hypothesis, the authors apply, in a specific social and temporal context, discursive practice and meaning-making processes, so that the objective perception of the school organization makes way to phenomenological inquiry and construction of a new discourse that responds to current demands. The results obtained in the framework of this study show that, considering the design of the physical and virtual space, two discourses coexist in the school organization: a democratic discourse that aims to give place to the students; and the transmissible one, which imposes or legitimizes a social system.