Anterior Futures: Embodied Knowledges at the Intersection of Performance, Pedagogy, and Fictionality

How can an educational laboratory become a site for elaborating “anterior futures”—an experience rooted in the present that rewires temporalities and fosters new imaginaries? This contribution examines how laboratorial practice functions as a liminal space where pedagogy, imagination, and creation intersect and is shaped by memory and immaterial dimensions of learning. Starting from the case study of the workshop led by El Conde de Torrefiel at Iuav University of Venice, the authors explore how performative practices challenge traditional knowledge production, positioning themselves within a ‘suspended’ pedagogical dimension where the emphasis is on process.