Performative / adjective.
Say the verb or the statement that carries out the action you describe.
A performative classroom was born with the idea of incorporating live arts into the pedagogical experience and classroom action, betting on a methodology that explores the boundaries of what can be done and what can not be done within from a secondary school.
We want to play new roles and get out of the comfort zone. Because moving between multiple roles allows us to understand the other, and by understanding the other we also understand ourselves. Moving us is the question. We want to move the body, think from the body and thus transform the learning space. We want to break with the scripts defined a priori because we already know it: there are quiet chairs and static classrooms; We want to shake them, to find new formulas that allow us to discover new results (or re-discover many others).
A performative classroom begins, then, with a question: Can we build knowledge in an active and collective way, from a body awareness that exceeds the norm of the classroom?
In 1962 the work How to Do Things with Words was published posthumously by the British philosopher John L. Austin. This work culminated in his theory of speech acts, in which Austin distinguished two types of statements: the findings, which we use to describe certain things and are therefore merely descriptive, and the performative, through which an act is performed , the action that he describes is carried out.
Performing the classroom means building it as we want. You, me and the others, all (us). But the “us” always points to a tension and is the result of a practice, of a process in time. At a time when it seems that everything “different” frightens us, we want to add from the differences, from uncertainty, from not knowing.
In this sense, Aula performativa is a challenge: teacher (s), artists, mediator (s) and students must build together (e) s a relationship, they must learn together and together. Because ‘performative’ is just that: what for the mere fact of being announced is already. Because of the simple fact of believing it, this is how it ends, so we say [PERFORMATIVEclassroom], because we want to make it happen. We want to learn from practice, from the process. Because artistic practice, in crossroads with educational practice, has the ability to imagine new ways of being together (e) s, enabling a common framework to emerge, overwhelm the classroom and may affect the rest of the community educational.