The performative dimension of teaching and the classroom as a site of action

Authors

DOI:

https://doi.org/10.5935/2177-6644.20260037

Abstract

The text analyzes teaching in Primary Education as a performative practice shaped by bodily, affective, and gendered dimensions. From an autobiographical and critical perspective, it highlights the overload that falls mainly on female teachers, who are responsible for tasks that go beyond teaching, such as care and emotional mediation. Combined with gender inequalities and the precarization intensified by managerial policies and digital platforms, these demands produce physical and emotional exhaustion. Drawing on performance studies, the classroom is understood as a space of restored behaviors, where gestures, rituals, and improvisations constitute teaching work.

Author Biographies

  • Josiane Raquel Pivato Echeverria (UNILA), Federal University for Latin American Integration

    Master’s student in the Interdisciplinary Graduate Program in Latin American Studies at the Federal University of Latin American Integration (UNILA). Holds a postgraduate specialization in Educational Guidance, Supervision, and School Administration from UNOPAR, and a specialization in Spanish Language from Estácio de Sá University. Bachelor’s degree in Portuguese/Spanish Language and Literature from the State University of Western Paraná (UNIOESTE). Works as a teacher in the municipal public school system and in private schools in Foz do Iguaçu.
    Email: josiecheverria1977@gmail.com

  • André de Souza Macedo (UNILA), Federal University for Latin American Integration

    PhD in Theatre from the Graduate Program in Performing Arts at the Santa Catarina State University (UDESC); Master’s degree in Cultural Transits from the Interdisciplinary Program in Latin American Studies at the Federal University of Latin American Integration (IELA/UNILA). Holds a degree in Theatre from the Federal University of Rio Grande do Sul (UFRGS). Works as Performing Arts Director at UNILA and as a collaborating professor at IELA/UNILA.
    Email: andre.macedo@unila.edu.br.

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Published

2026-06-26

Issue

Vol. 17 No. 1 (2026): História das infâncias e juventudes na América Latina: experiências, discursos e políticas sociais

Section

Artigos | Articles | Artículos

License

Copyright (c) 2026 TEL Tempo, Espaço e Linguagem

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This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors are authorized to accept additional contracts separately, for the non-exclusive distribution of the version of the work published by this journal (ex.: to publish in institutional repository or as a chapter in a book), acknowledging authorship and the initial publication by this journal.

How to Cite

The performative dimension of teaching and the classroom as a site of action. (2026). TEL Tempo, Espaço E Linguagem, 17(1), 822-844. https://doi.org/10.5935/2177-6644.20260037