Abstract

Can theatre activate educational processes capable of changing schools as disciplinary provisions, such as the one theorized by Foucault? Can theatre produce a pedagogical knowledge capable of not flattening itself on demands of power and control and of overcoming resistance to learning? To answer the question, this essay analyzes the socio-pedagogical status of two theater companies, Teatro delle Albe and Punta Corsara, describing the development of their scenic tension or Non-scuola and Arrevuoto. The experience of Non-School and Arrevuoto is a case history capable of empirically showing how theatre performs its educational function precisely by subverting the order of discourses, the logic of power and the routines of school practices. If, in fact, from a philosophical point of view, education can be thought as a process of development that does not have a predetermined form to tend to, but builds its form in its practically get itself and in a specific situation, then education can be thought as an artistic process, as a performance. In this performative process there is no knowledge to transmit but an experience to do and, in this way, the school space can be rethought through the theatrical space