UMA EDUCAÇÃO PERFORMATIVA: possíveis abordagens críticas e criativas atravessadas por Barthes (e Butler & Derrida)

Abstract

This article investigates the possibility of a performative education through the ideas of Roland Barthes, associating it with Jacques Derrida's deconstruction and Judith Butler's performativity. Performative education is understood here as characterized by its deterritorializing and creative nature, conceived not as a process of transmitting fixed knowledge but as a space for experimentation and dialogue. Barthes subverts the traditional academic structure by proposing a pedagogy that values critical reflection and the shared construction of knowledge. Derridian deconstruction is addressed as a performative act that challenges and transforms institutions, promoting the creation of new meanings. Butler, in turn, redefines corporeality, showing how bodies are produced and signified through iterative discursive and normative practices. Performativity in education, influenced by these perspectives, emphasizes the importance of immanent teaching, where language is used to subvert forms of power and promote a constant reevaluation of traditional hierarchies. Barthes envisions the classroom as a game of significations, where the relationship between teacher and student is marked by creative interaction and textuality, proposing a pedagogical practice that encourages the creation of new meanings and values the diversity of ideas.