Cartografias docente: a potência de práticas pedagógicas de professoras alfabetizadoras

Abstract

The present thesis is situated within the research line Foundations and Educational Practices of the Graduate Program in Education at the Federal University of Triângulo Mineiro (UFTM). It is part of the research project “Higher Education and Basic School in a Collaborative Network: Teacher Education on the Agenda,” funded by the Research Support Foundation of the State of Minas Gerais (FAPEMIG), and developed in partnership with the Study and Research Group on Education and Culture (GEPEDUC) and the Research Network on the Teaching Profession (REPPOD). This study inquires into how contemporary pedagogical practices of third-grade elementary teachers constitute themselves as (re)compositions of forces that traversed teaching during the pandemic, producing continuities, ruptures, and reinventions. Its objective was to live-with the third-grade literacy teachers, experiencing pedagogical practices enacted during the pandemic period, in order to map the lines of force that compose their current modes of doing and those produced in the pandemic context. The thesis defended is that the pandemic functioned as an apparatus that opened the way for other practices and that, in the post-pandemic context, these practices continue to be used, producing new ways of teaching and learning in the third grade of elementary school. The theoretical framework is post-structuralist, grounded in the Deleuzian-Guattarian perspective, and the research was inspired by the cartographic method, using explicitation interviews, field diaries, and intervention. Two teachers were accompanied for a period of three months, and the lines that emerged indicate that the teachers currently do not develop pedagogical practices constituted during the pandemic; they carry subjective marks produced in that period; and they develop their pedagogical practices in distinct ways. One of them follows a path of sensitivity, seeking to escape the mechanisms of control within daily school life, erasing the curriculum by transforming it into a curriculum of forces—alive, open, and shifting. Her pedagogical practices reveal the beauty of other ways of teaching-WITH and learning-WITH, through music, the body, the arts, movement, play, the playground: a territory in becoming. The other teacher’s practice, in turn, remained anchored in a formal curriculum, shaped by conventional models, supported by the textbook, ready-made activities, and by the modes of control that govern school structures. Thus, although they shared the same school and grade level, each teacher followed differentiated paths regarding what it means to teach, learn, and develop their pedagogical practices. The experiential process lived by me, the cartographer, activated movements of de- and re-territorialization by LIVING-WITH the teachers and their pedagogical practices, making them visible in their singular modes and enabling the emergence of creative potency.