Artes de encontros e de arranjos autobiográficos docentes - acontecimento, mapas e formação

Abstract

This thesis investigates the conditions under which teacher maps can evoke productions of teacher subjectivities in formative processes. Specifically, the thesis aims to map, through the cartographic method, existential territories and, in this way, to follow processes of teacher subjectivity production. It presupposes teaching as an unfinished, artisanal potentiality, gestated by movements and flows that stubbornly resist confinement. This trajectory of production and analysis was inspired by post-critical theories in Education, as in the trajectory of post-critical studies, life is not segregated from thought. This theoretical approach unfolds in the weave of power, knowledge, and subjectivity forms present in contemporary society. Methodologically, we turn to teaching cartography (the name given to this cartographic exercise) as a composite of heuristic movements to record individual and collective events: in a limited intentionality cut (the desire to investigate with teachers) facing an unlimited condition (what happens throughout the process with subjects becoming teachers). This teaching cartography indicates a research trajectory built in the face of unique conditions, with people and their singularities and unique relationships. Teacher maps, on the other hand, emerge as possibilities to capture different territories, seeking emerging aesthetics from life trajectories involved in plans of forces. They are artifacts of recording these training trajectories, like a captured image of thought to operate on the complex production of becoming a teacher when words fall short. The general argument of the thesis is that, in a scenario of spreading possibilities to investigate teacher trajectories, teacher maps emerge as instruments capable of going beyond mere geographical representation. By exploring this capacity in producing teacher subjectivities in formative processes, a powerful craftsmanship is unveiled where the observation of combined reliefs aligns with ways of recounting the production of difference. In this way, by giving fluidity to its criteria and principles, we map our own training trajectories, common points, ways of being and doing in education, in relation to curricula, students, and institutions. This involves a sensitive attention to what unfolded through narratives of self with others, as a means involved in recording some of the processes that generate inputs and outputs, in inhabiting experiential territories, the primacy of openness to events, and the construction of a procedural pedagogy: a composite of compositions. It is concluded that, even though we must perform scientific concepts and systematizations, craftsmanship in education highlights the emergence of ways to operate with systematized knowledge, creating new paths that contribute to the composition of meanings, which cannot be counted, objectified, or deciphered.