Abstract
RESUMO O presente artigo propõe um diálogo entre a educação performativa e a perspectiva bakhtiniana, a partir de reflexões sobre o corpo dançante como potência transformadora na/da/sobre a escola. Ao se compreender a comunicação do corpo como materialidade da consciência individual que, ao dançar enuncia por cadeias dialógicas infinitas, é imprescindível conceber o movimento como texto sígnico, carregado de vozes passíveis de leitura e interpretação. Ao investigar pressupostos de base da educação performativa em relação com uma abordagem dialógica de um corpo que enuncia dançando (enunciado-dançado), este ensaio, de cunho estritamente teórico, busca apontar possíveis caminhos para (re)pensar as práticas a respeito de formas de comunicação e expressão do corpo na escola.
Highlights
This article proposes a dialogue between performative education1 and Bakhtinian studies to reflect on the voice of the dancing bodies as a transformative force of the school space
Theoretical-methodological contributions from different fields are approximated in a dialogue of correlated areas, enabling their confrontation and the recognition of their limits, in order to expand the discussion on the potential of the body at school, especially for dancing in Art classes
Bakhtin (1986)2 claims that the object of research in Humanities can only be the man – who is not a phenomenon, but a social being, who speaks, communicates and expresses himself during his constitution as a subject, which occurs through the crevices of otherness
Summary
This article proposes a dialogue between performative education and Bakhtinian studies to reflect on the voice of the dancing bodies as a transformative force of the school space. Theoretical-methodological contributions from different fields are approximated in a dialogue of correlated areas, enabling their confrontation and the recognition of their limits, in order to expand the discussion on the potential of the body at school, especially for dancing in Art classes. It is noteworthy that this study does not intend to limit performance to the field of art, and it understands that the performative acts in/of/about the school can eventually unfold into theatricalities to be explored artistically by the body. It is believed that the relationship between performance and art-education under the light of the dialogic theory enables students to re-signify the school, its social constructions, its daily behavior and rituals, among others, in a great celebration of sense renewal
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