Por uma espreita infantil: fazer-se professora entre os movimentos do imperceptível

Abstract

This dissertation is a research based on the contingencies, a state of things, experiences, unforeseen that permeated the author, portrayed in the conceptual character of the teacher-cartographer, between the master's degree and the experience as a teacher of Early Childhood Education. From the experiences in public schools with children, I found with the philosophy of Gilles Deleuze, Felix Guattari, Suely Rolnik and other thinkers and poets, the concepts to elaborate a thinking exercise of a production and liberation of creative forces for life in education. Through the notions of cartography, desire, agency, becoming, lurking, lines of escape, there are openings to experience a dynamic path in the process of immersion. It is a cartographic experiment that expresses, in between the words, scenes that occurred with teachers and children, shared through audio interviews and in writings. They are described in epigraph-scenes or epigraphic notes, as cartographic notes that I made during the course of this study and which provoked questions such as: "What happens in a kindergarten school that mixes itself between adults and children in school everyday, without hierarchies? What kind of relationship allows us to perceive the imperceptible?" We proposed a notion of childish lurking, related to the concepts of becoming-child, becoming-animal, becoming-imperceptible, which approximates the experiences lived in the scenes. Through the scenes, the search for a preparation for the unusual led to a conceptual posture of waiting for the unexpected, from a becoming-imperceptible, in which the teacher-cartographer invests the figure of the anomalous in Deleuze and Guattari, of the wanderer, of the sorceress. In these figures rests the style that is sought to make-teacher who moves apart from the hierarchy of institutions and puts the teacher in a state of childish lurking, which allows access to the imperceptible of meetings