This thesis, consisting of walking narratives of a wandering teacher, discusses a theater of the school, starting from the understanding of teaching as a tactical action. Therefore, it is considered that the school institution is a place that is characterized by the disciplinary formalities and the know-how of its ordinary practitioners (CERTEAU, 2013). Given this, it is considered that the theater transits the territories of disciplinary formalities and, within them, can find possibilities to (re)signify in the actions of teachers and students in their practices in/of the school daily. To this end, the researcher placed herself in the condition of living the experience of teaching theater in the school, through a project in three institutions of Basic Education in the state of Tocantins’ public school system. From this, a narrative research was produced, interweaving everyday authors and bibliographical references, which acted as metaphorical lenses and made it possible to think about the educational institutions from the concepts of: Disciplinary Space; Practiced Space and Theatrical Space. In this discussion, the aim was to point out the multiplicity of practices that inhabit the school institution, demonstrating that it can shelter different spaces in the same place. Thus, in an attempt to investigate teaching as a tactical action, this research argues that a theater of the school is an action belonging to the minorities of daily life. Therefore, this thesis does not seek to act as a prescription for theatrical performance in these spaces, since when discussing a theater of the school, the researcher, when narrating her experiences of meeting with the other, wishes to point out how much this make together is fundamental in obtaining a theater of the school and teaching action as a tactic. Therefore, a theater of the school, intertwined with a tactical attitude that is not in training programs, is not prescribed in academic education or even in the books of established authors, but may constitute the experience of future teachers in/of the daily school life and it causes (dis)constructions in the teacher training courses, throwing clues for a practice on the ground floor.
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