PERFORMATIVITY AND THE TEACHING RELATIONSHIP BETWEEN PRESENCE AND DISTANCE: AN EXPLORATORY INVESTIGATION

Abstract

This contribution is part of the theoretical framework that interprets theater, the performance art par excellence, as didactics, and didactics as theater.

The paradigm of performativity in didactics makes it possible to structure the teacher's performance as a harmonious integration of body and action that co-constructs the didactic event through the student's influence.
After outlining the theoretical framework, we investigate whether and how performative competence composed of the typical elements of theatrical dramaturgy can support the teacher's teaching practice both online and in person. Our research question therefore investigates when and why, for teachers, this competence improves the teaching relationship with the student.