From giro to gira

Embodied poetics and pedagogies

Abstract

Creating relational and engaged, embodied poetics and pedagogies in the field of theater
became a (self)provocation of the author, faced with the conjunctural demands of a fractured world
in the period that encompasses the pandemic that affected the world since 2020 to the times in search
of overcoming its effects. It is recognized as an urgency, in the most diverse educational and creative
contexts, to think and invent collective strategies, at the level of action, that consider the transformations
in ways of living, the ways in which relationships have been constructed and the demand for subversion
of dominant, hegemonic ways of thinking and creating, of producing knowledge. Thus, this study
composes a cartography that, in an autoethnographic approach, maps out some principles and procedures
that cross the author’s path in order to investigate and create poetics and theatrical pedagogies crossed
by dissident arrangements, des and decolonial (Walsh, 2017) compositions and creative and pedagogical
processes. Approaches present in concepts such as “corazonar” (Santos, 2021), “giro” and “gira” (Rufino,
2021), to think about other epistemologies, and the thinking around an “engaged pedagogy” (hooks,
2017) are articulated in the author’s proposal, as an artist-teacher-researcher, in favor of relational and
contextualized experiences, given the emergence of other practices and other modes of coexistence and
creation, in art and in life.