PERFORMANCE, EDUCATION AND PHYSICS EDUCATION: UNANTICIPATED APPROXIMATIONS

ABSTRACT: The article seeks to explore the meanings that a critical performative pedagogy can acquire in the context of physics teaching. We start from a reflection about the movements of thought that the notion of performance provokes, especially in the contexts of education and science, in order to delimitate what critical performative methodologies can be. A series of narratives of educational experiences in the context of an undergraduate degree course in physics and an extension-program project in state public schools lead to reflections focusing on three fundamental aspects of these works: the poetic experience of the ephemeral, the presence of a body that reflects and creates, and the possibilities of stressing and playing with the norms that structure school relations.摘要：本文旨在探究批判性表演式教学法（Critical Performative Pedagogy）在物理教学场景中可承载的内涵。我们首先围绕“表演”概念所引发的思维脉络展开反思，尤其聚焦于教育与科学领域，以此界定批判性表演式方法论的范畴。本文依托物理本科专业课程与面向州立公立学校的推广教育项目中的多份教育经验叙事展开反思，最终聚焦于此类实践的三大核心维度：转瞬即逝的诗意体验、兼具反思与创造能力的具身主体在场，以及对规塑学校关系的各类规范进行凸显与戏谑式调整。