Paisagens tecidas na diferença: modos babélicos de ver, sentir e aprender conversando com crianças no Instituto Benjamin Constant em pandemia

Abstract

This thesis is composed of landscapes woven in the difference, and, at the same time that it becomes landscape, in a movement of deterritorialization, it distances itself from its given and majority sense -representation of a geographical extension- to be understood as an expression of possible territorial displacements. A landscape in thesis, written during the pandemic caused by COVID19, which brings as a mark, between the lines, the political, ethical and aesthetic challenge of a research produced in a public university, by a public school teacher, in a pandemic context: it is a thesis implicated in the in-between of the movement of becoming a teacher with children of the Benjamin Constant Institute (IBC) of Rio de Janeiro/Brazil. This in-between is narrated as a fabric, moved by the desire to make visible babelic ways of seeing, feeling and learning by talking to multiple children, who do not use orality in a hegemonic way. The babelic condition of life is affirmed as a possibility to make us think what is singular in the midst of multiplicity, thus problematizing the universal ways of seeing, feeling, and learning in the world, in order to affirm (us) in the difference that exists as a relationship. In the research process, the thesis was being composed as a fabric, warped by the concept of experimental wefts, produced by the artist Alexandre Heberte (2022), as a manual way of making fabric, which meets the production of knowledge as Rhizome, created by the philosophers of difference Deleuze and Guattari (2011), and, expressed in the research, as a network that is drawn horizontally by its connections. In this sense, cartography, as a principle of Rhizome, is configured as a possible way of doing research that includes the procedural movement of its making: textures are warped and landscapes are plotted that write the encounters with multiple children. In this way, the woven thesis has its lines moved from notes, that is, notes collected and put together in the weaving of its production, which present themselves as a possibility of problematizing the world, life, and education that we produce in the encounters. They are notes produced between teacher and children, reading notes, meetings with authors, notes written on paper, on the computer, in books that when collected, written and rewritten, read and re-read, provoke thought, revealing a movement of self-transformation, in which one no longer thinks what one thought before, therefore a way of doing something else that is affirmed in the research as the production of a notebookography.