ABSTRACT:
This article aims to discuss and articulate different conceptual frameworks that have great potential to contribute to the understanding of the performances through which gendered subjects are constructed within the school environment. We assume that these early processes of subjectivization occur through interactions and experiences established in the school context, which put into circulation certain configurations of gender, which tend to be internalized and incorporated. The conceptual frameworks whose articulation is proposed here are the anthropology of performance, the analysis of gender performativity, the socio- anthropology of the body and the so-called “affective turn”.
Keywords:
Body; Affection; Performance; Performativity; Gender