This study examines the issue of performance in education from the philosophical perspective of communicative action, which adds important elements for understanding performance as a pragmatic, aesthetic and expressive dimension of human action. With hermeneutic inspiration, we have rethought the horizons of performance under the modern logic of production (through coercion, technically beyond the agent) and under a communicative rationality that meets the needs of human fulfillment. Language performativity shows a potential for radical innovation and a lack of definition that breaks the conventionality and the formal constraints of educational practices, bringing into play the dimensions of intelligibility and sensitiveness. Considering that a performance theory is not explicit in Habermas' works, the theme is developed in dialogue with other thinkers, as a moment that requires an advance in the criticism of the performative dimension of language to learn to make one's own performances.
performance; education; aesthetic-expressive dimension