For a performative pedagogy : the school as a place for cultural hybridity for teacher-performer and the student-performer

Este texto apresenta a possibilidade de pensar a performance em diferentes acepções; entre elas, aquelas que mostram a sua capacidade de desestabilizar a escola e o que sabemos sobre ela. Descrevem‑se três experiências com alunos da educação básica e, a partir delas, desdobram‑se noções com o intuito de circunscrever uma pedagogia performativa: a escola como entrelugar, em que se apresenta o conceito de liminar; e “professor‑performer” e “estudante‑performer”, noções que procuram minimizar a diferença hierárquica entre professor e aluno.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