Banca de DEFESA: JOÃO PAULO DOS SANTOS SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOÃO PAULO DOS SANTOS SILVA
DATE: 01/02/2024
TIME: 09:00
LOCAL: Remoto, via RNP
TITLE:

Arts of encounters and teaching autobiographical arrangements: event, maps and training

KEY WORDS:

Education; Post-critical theories; Teacher cartography; Teacher Maps.

PAGES: 222
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

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). Without a port to dock and without a lighthouse to illuminate the paths leading
to a presumed truth, 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 in an attempt 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 representing 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 have to
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.

COMMITTEE MEMBERS:
Presidente - ***.606.043-** - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL
Interna - 2564667 - GISELLY LIMA DE MORAES
Externa à Instituição - ROSEMEIRE REIS DA SILVA - UFAL
Externo à Instituição - MARCO ANTONIO LEANDRO BARZANO - UEFS
Externa à Instituição - SANDRA KRETLI DA SILVA