Por uma pedagogia performativa: A escola como entrelugar para professores‑performers e estudantes‑performers

Abstract

This article describes the possibility for thinking about performance in different senses, namely among those that show its ability to disrupt the school and what we know about it. Notions were extracted based on descriptions of three experiences with Basic Education students, the objective being to circumscribe a performative pedagogy: the school as a place for cultural hybridity in which the concept of boundary is present; and “teacher‑performer” and “student‑performer”, notions that seek to minimize the hierarchy between teacher and student.