Lugar de travessia: quando a composição performativa e a pesquisa em artes habitam a escola

Abstract

The Master's research LUGAR DE TRAVESSIA: WHEN PERFORMATIVE COMPOSITION AND ARTISTIC RESEARCH INHABIT THE SCHOOL unfolds through the lived experiences of a teacher working in public high schools in the state of Ceará, Brazil. This study explores and questions which performance creation procedures are necessary to, within a school saturated with neoliberal symptoms, reforest imaginaries (Núñez, 2021) and invent new visionary fictions (Imarisha, 2016). Based on three artistic interventions carried out in two different schools, the research aims to investigate which creative devices are activated in these expanded scenarios (Caballero, 2010) that intertwine school, theatre, and performance, as well as the multiple theatricalities present in the everyday life of the school environment. Understanding the interface between art, politics, and education, this work engages discussions grounded in a territorialized education (Xakriabá, 2020) and calls for creations aligned with a decolonial ecology (Ferdinand, 2022), mapping a possible route to avoid getting lost in this world-ship sailing through a modern-contemporary storm. Guided by a practice-led or performative methodology (Haseman, 2006), this investigation proposes a methodological shift by recognizing that each creative action generates new and complex relational webs — practice, therefore, leads research, not the other way around. This ongoing practice, which constantly reframes its own questions, finds in collaborative composition (Araújo, 2008) the possibility of recognizing and assembling new performative programs (Fabião, 2013), unfolding materials and reinventing statements as acts of transgression (hooks, 2024).