Childhood in experience and experience with childhoods: clinical cartographies of the teaching profession in basic education
DOI:
https://doi.org/10.22456/2238-152X.148149Abstract
The article presents excerpts from a master's research conducted at the Federal University of Rio Grande do Sul, which focused on a unique clinical analysis of teaching in basic education, drawing from the field of work clinics—especially the Clinic of Activity, Schizoanalysis, and Afroperspective Philosophy with the concept of Childhood—a cartographic intervention-research was carried out in a municipal school with two groups of basic education teachers who called themselves “The Educators” and “The Dream Welcomers.” Through the device “Workshop on Teaching Narratives and Childhood: dialogues, images, and affections,” developed during the research, a clinical space was created that proposed that working with children calls subjects to approach multiple forms of childhood, generating ethical, aesthetic, political, and poetic implications in the activity and analysis of work through the lens of childhood, bringing forth innovations to the field.
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