Exile in Action: educational practices in a performative dimension

Abstract

This article proposes to establish a zone of indiscernibility between the domains of art and education. To do so, it confronts documents related to both legislation and educational research, with some gestures performed by the artist Nelson Leirner in a situation of pedagogical ambience, highlighting the problem of the demand for meaning. It evokes analytical procedures operated in three texts by Michel Foucault. His company allows taking representation as an operation that would go beyond the mere act of representing as re-presenting the truth. Such way of taking representation, in a performative one, leads to the forge of the exile as a methodological strategy for investigating practices, in their unique modes of operation and effects.