Dancing Bodies at School: Dialogues between Performative Education and the Bakhtinian Perspective

Abstract

This article proposes a dialogue between performative education and the Bakhtinian perspective based on reflections on the dancing body as a transformative force in/of/about the school. In understanding the communication of the body as a materiality of the individual consciousness that enunciates infinite dialogic chains through dancing, it is essential to conceive movement as a sign text, filled with voices that can be read and interpreted. By investigating basic assumptions of performative education in a dialogical approach to a body that enunciates through dancing (danced-utterance), this strictly theoretical article seeks to point out possible paths to (re)think practices regarding the communication and expression of the body at school.