A Video-Performance as a (Professional) Mirror. The Use of Composition in a Performative Research with Primary School Teachers.

This contribution focuses on the final part of a qualitative, participatory, performative inquiry with Primary School teachers, aimed at investigating the heuristic and transformative potential of the embodied dimension in teaching and learning processes. It will be presented and described the video-performance I’ve realized during the research process, which was based on data analysis of teacher’s embodied, professional narratives. The performative methodology used in my research was connected to my professional background as qualitative researcher (I’m a contemporary dancer and performer) and represented a sensitive way to stay in touch with teacher’s professional and personal engagement. The video-performance used an embodied language in order to create a resonant pattern able to deal with relational intensity in teachers’ job.