"who are they to define who we are": the decolonial confrontation to white cisnormativity through performance art in IFSP's high school
cisnormativity; performance art; gender performativity; education; ethnic-racial relations.
This research narrates a creation of new possibilities in education through dialogues and performance art practices in a virtual pedagogical intervention in pandemic context in high school art classes and extension actions at Instituto Federal de São Paulo (IFSP) câmpus Registro. Discussions about coloniality, cisnormativity and racism were promoted, triggering creative processes of video-performances of the students about the crossings of these in their lives, using a Student Booklet produced as reflexive-creative support. It questions how art and education can subvert [C]isterns of colonization of bodies and contribute to creating alternatives to racist cisnormativity. It refuses the supposed cartesian neutrality, writing in first person and mapping encounters on the journey. It draws on decolonial pedagogy, education for difference, and the pedagogies of sexuality, seeking to confront white cisnormativity. It approaches performance art and gender performativity from the self-representation of the self in everyday life. Experiences that make up the research are narrated: previous experiences in IFSP, the Post-PornoPyrata Residency, experimentations in performance art and gender and pandemic crossings. The product of this research consiosts of this pedagogical methodology, registered in a website with this dissertation, the Booklet, the video-performances, the student reference videos and the script of the didactic sequence.