Body, performance and education: a study in dialogic perspective

Abstract

This article aims to understand the meanings of Physical Education classes for students of the 1st year of elementary school, in a school in Curitiba / PR, investigating the relations between body, speech and performance. The method of analysis was based on the observation of the students' body repertoire during performative programs carried out in Physical Education classes, followed by the creation of drawings composed by verbal and visual elements called Verbo-Visual Protocols. The theoretical framework was anchored in Dialogical Analysis of Discourse and in Performance Studies. The results point out the need to reorganize the forms of work with the body in the school, which can make possible the re-signification of the school performance itself and, consequently, the re-elaboration of the curricular discourses and practices, especially with regard to the disciplines that take as an epistemological basis the pedagogy of the body.