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vol.37 número101POR UMA PEDAGOGIA PERFORMATIVA: A ESCOLA COMO ENTRELUGAR PARA PROFESSORES-PERFORMERS E ESTUDANTES-PERFORMERSDESAFIOS DA DIVERSIDADE EM SALA DE AULA: UM ESTUDO SOBRE PERFORMANCES NARRATIVAS DE CRIANÇAS IMIGRANTES índice de autoresíndice de assuntospesquisa de artigos
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versão impressa ISSN 0101-3262versão On-line ISSN 1678-7110

Resumo

PEREIRA, Marcelo de Andrade. Critical-Performative Pedagogy: tensionings between the own and the common in the school space-time. Cad. CEDES [online]. 2017, vol.37, n.101, pp.29-44. ISSN 1678-7110.  http://dx.doi.org/10.1590/cc0101-32622017168666.

This text is a brief reflection on processes of interaction between teachers and students in the context of a critical-performative pedagogical practice. The research aims to analyze the elements that constitute one of the founding yearnings of the educational practice: the establishment of a common life in a world ruled by the own. In other words, the study seeks to reflect on from the assumptions of critical-performative pedagogy, Relational Aesthetics and some contemporary thinkers - such as Jacques Rancière, Tzvetan Todorov and Giorgio Agamben - the game between the own (singular) and the common (the similar and/or plural) in the formative processes mediated by performative pedagogical practice. The study is presented, thus, as of essayistic character, being developed through the exploitation of eminently bibliographic materials.

Palavras-chave : Critical-performative pedagogy; Performance; Giorgio Agamben; Relational Aesthetics.

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