THE PERFORMATIVITY IN THE PEDAGOGICAL ACTION OF TEACHERS IN TRAINING IN VISUAL ARTS

Abstract

Th e theory of performativity encompasses numerous disciplines that converge around the tense relationship between sanction and subversion within any given action. Th e training experience of students in the fi eld of visual arts pedagogy, as a form of pedagogical action within the school setting, involves a series of factors that sanction and/or subvert norms that aim to preserve or transform the reality of children and adolescents through art. Based on the process of supervising the teaching practicums of eight teachers in Santiago, Chile, this article off ers a quantitative and qualitative analysis of their critical refl ections on the following elements: body, time, space, materials, and the approach to content. We conclude that pedagogical action involves diverse actualizing and performative speech acts, which are accompanied by actions that traverse the gamut from the sanction to subversion of prevailing norms within the school setting.