Entre lampejos e sobrevivências: uma docência em educação infantil nas/com as audiovisualidades

Abstract

This research takes us on a journey through memories. Memories that I triggered together with teachers who, in other ways, produce their knowledge and subjectivities, composing a collective memory of such a dark period in our lives, the Covid-19 pandemic. In order to carry out this thesis, I set out to problematize teaching in early childhood education with a group of teachers who worked with me in a public nursery school in the municipality of Rio de Janeiro and who used video and sound production to try to strengthen emotional bonds with the children during the pandemic. For this trip, based on the 'nosdoscom' research trend, we assumed the total immersion of the researcher in the work. So, I opted for some ideas/possibilities in research that became the guiding threads of a tangle of thoughts, which, entangled, led to the creation of this thesis: the invention (Kasrupp, 2001) of research, which arises in detours and with crises along the way; clandestine and underground memories (Polak, 1989) in favor of the production of knowledge; the notion of autofictionalizing science (Nolasco-Silva, 2024) to widen the circulation of what we produce; the question: what has the pandemic taught us in the midst of a world in epistemological dysphoria? (Preciado, 2023); the uses of audiovisuals by ordinary people, that is, audiovisualities (Kilpp, 2012), which place early childhood teachers in the sharing of the sensible (Rancière, 2009); the perception that the teachers' relationships with the videos, during the pandemic, produced what Didi-Huberman (2011) calls flashes, generating an aesthetic of survival (Bhabha, 2011) of teaching, of curricula, of their lives. In this way, I seek to highlight the importance of 'individual-collective' memories in order to collaborate in other ways of expressing the (de)naturalization of teaching in early childhood education among the markers imposed by society and to dialogue about other possibilities for a mutant teaching, a widening in what Preciado (2023) calls mutation, the rupture of a perception based on hegemonic aesthetics that limits sensitivity and captures desire, but which, based on the pandemic horror, has led us to question: is it possible to be able to desire in another way? (Preciado, 2023). These memories help us grope our way through a changing teaching profession, making other pedagogical practices possible, as well as other teacher training trajectories.