Performance é corpo, a crise é do corpo: estudos sobre corpo, performance, educação em pandemia e entrevistas com professores do ensino emergencial remoto

Abstract

In this research, Body and Performance are treated as thought categories, which implies vast and multifaceted theoretical universes. The body studies, in this thesis, take a body philosophical spiral form (Espinosa-Nietzsche-Artaud-Merleau-Ponty-Derrida-Deleuze-Guattari-Foucault) that dialogues with the theoretical north (Le Breton, 2003; Searle 2004; Greiner, 2005) and performance studies (Austin, 1962; Goffman, 1956; Turner, 1957; Goldberg, 1979; Glusberg, 2008; Cohen, 2013; Schechner, 2002; 2004; 2012). In this way, performance finds in body studies a fertile field for its development. If the body is constructed, the school encompasses a large part of this manufacturing process (Ball, 2010) and it is through the body that education as performance is also constructed (Pineau, 2002; 2010; Hamera, 2002; Sabatini 2002; Stuchy; Wimmer, 2002). The pandemic has called into question not only the action research at school, but also, and fundamentally, the very theme of this research. How to think about education through the body in a pandemic? Several devices have been created in this pandemic path. Performance is body is a conceptual construct that highlights the centrality of the body in performance and, consequently, in education as performance. The crisis is of the body also serves to emphasize that the body occupies the center of the contemporary crisis that is radicalized with the pandemic (Berardi, 2020). The education and the pandemic literature, of course, is being built, but it already shows that the pandemic caused the old social issues abyssal deepening that are so well exemplified and reproduced by the school (Duarte; César; Cury; Veiga-Neto; Carvalho; Charczuk ; TürckeI, 2020). The interview with the teachers who went through this pandemic process was the device created for the necessary confrontation, crowning the theoretical and reflective efforts with the participating teachers protagonism. The script built opened space for venting and triggered the imagination´s device by proposing a hypothetical educational scenarios play: forever remote, forever with protocol and forever return to normality. The play came to carry out this research´s performance, taking the discussion into the school through the teachers eyes. The final result was a collective construction of body education multifaceted reflections in a pandemic. Among the reflections, the experience of two years of remote teaching in Brazil, its sequels and consequences in the problematic return to normality. The unalterable traditional school format seems to be at a crossroads and, of course, the problem lies in the body. And it is also through the body that it becomes possible to find solutions to the old school issues that are radicalized with the pandemic.