As artes em meu corpo : performances em busca do re-corpo na escola.

Abstract

The strumming of this writing, in porosity, in performance, is related to my memories, stories, memories as a daughter, student, conductor, performer and curious, also daring, in feeling/thinking and creating/doing, paths of search for the body in it’s existence at school. Thus, by re-signifying, the body, being a re-body, I bring it as a vast and multiple body of senses and meanings in/for learning. In the path lived in the Supervised Internship II, of the Escola Municipal de Ensino Fundamental Darcy Ribeiro, with the classes of the 8th and 9th grades, a place of crossing, of meeting, articulation Being presence, Being a performer, having my life story as an impulse in the pedagogical process, seeking to distance myself from the standard of formal education, crossed in performances. The time of writing and the time of Supervised Internship II, in presence, are the phenomenological depth, of materiality and life. The Performer/writer and the Performer/conductor are intertwined in the search for Being in the world, for Being in the school. In the desire to adopt performance in learning, as a possibility of existence in formal education, I perform/write the opening of the bodies’ actions in knowledge, in their formulations and re-formulations, bodies re-making themselves in experiences, in knowledge. Experimentation, presence, dialogue and, in between, performance are the political/affective justifications of Being, of Being body in the WORLD/SCHOOL. In this way, the general objective of the research is presented in a performative writing, in a porous way, seeking to articulate about the body in school, being a line of flight from the paradigms of the act of teaching-learning. The method (path) is created/made in the mediality of uniting phenomenology and performance, trusting that they are facilitating possibilities in the process to transgress "operative" ways of teaching, perceiving in the living body, sensitivity, in its ways of Being to learn-teach, teach-learn. Memories, stories, remembrances are looks, in performance, communed in learning, in experiences with the body. Believing that I/OTHER are the world together. The reflections seek sensibilities, which follow in writing, in the movement, to integrate us. Thus, trusting in the we, possibilities of performative propositions by bodies, in arts, in performances are possible paths of transgression. I write/perform, building and reconstructing my body to arrive at the opportunity that we are all performers, when we compose together, learning. I continue to be transformed, in the arts by the bodies, in the self by the others, in the I/OTHER/US/WORLD/SCHOOL.