Pedagogically rethinking the "age of performance"

Abstract

This paper starts from the observation of the link that exists between democracy, technology, and the person. For at least fifty years, this link has been invoking the polysemic notion of performativity. In a nutshell: performative action, as a typically post-modern attitude, embraces the subject and extends, through technique, to the political and public dimensions of democratic societies. This brings about a retroaction on individuals and establishes a circular-dysfunctional process. In this framework, it is necessary for pedagogical hermeneutics not only to concern the school setting but also to extend to non-formal and informal contexts, as well as to community life. The goal is to contribute to a competent and emancipating “poietic” education that facilitates the emergence, consolidation, and full manifestation – in children, youth, and all the people in training – of unexpressed potential, life skills, prosocial attitudes, and an active citizenship style.