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vol.37 número101PEDAGOGIA CRÍTICO-PERFORMATIVA: TENSIONAMENTOS ENTRE O PRÓPRIO E O COMUM NO ESPAÇO-TEMPO ESCOLAR índice de autoresíndice de assuntospesquisa de artigos
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versão impressa ISSN 0101-3262versão On-line ISSN 1678-7110

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ICLE, Gilberto  e  BONATTO, Mônica Torres. For a Performative Pedagogy: the school as a place for cultural hybridity for teacher-performer and the student-performer. Cad. CEDES [online]. 2017, vol.37, n.101, pp.7-28. ISSN 1678-7110.  https://doi.org/10.1590/cc0101-32622017168674.

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.

Palavras-chave : Performance; Performance Studies; Education; School.

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