Resumo:
This work aims to present a collective labor proposal currently being developed within the PIBID program across three public schools in the city of Salvador, Bahia. The project involves 24 Visual Arts undergraduates, 3 supervisors, and an area coordinator. Throughout this formative itinerary, the song "Refazenda" by Gilberto Gil inspired a reflection on time within initial teacher training. It calls us to understand that, contrary to the "burnout society" (Han, 2024), we are interested in a teacher education that inspires us to "postpone the end of the world" (Krenak, 2019). To this end, we developed work strategies aimed at constructing teaching identity through the primacy of literary reading and content selection. Consequently, we organized two work propositions: a) a Reading Club among scholarship holders to promote debate and the exchange of ideas, focusing on the development of teaching autonomy (Freire, 1996); and b) Teacher Curatorship aimed at content selection, allowing future teachers to take the explicit selection of cultural content (Santomé, 2009) as the object of their work to ensure an expanding curriculum. The Reading Club and Teacher Curatorship have become space-times for debate, interaction, concentrated study, and commitment to the "teaching becoming" (devir docente). The goal is to promote intellectual activity during initial training, avoiding neo-technical teacher education models in the neoliberal fashion (Dardot; Laval, 2016). As a result, it is already evident among the Arts scholarship holders that they view the exercise of teaching not through a capitalist logic—where time is accelerated and mass-produced—but through the lifestyle of Gil’s avocado tree, which knows its own time and season. That is, "remaking" (refazendo) everything and reflecting on oneself in one's singularity and particularity, defying any alienating logic of mass reproduction that might compromise the social function of teaching.
