Flashes de escola: terras fotofabuladas com crianças

Abstract

This thesis is an invitation to explore the school territory through photographic experiments conducted by children and teachers. In this journey, we start from the assumption that children, as a people to come, show us nomadic paths to traverse the territory, creating means and trails to escape attempts to control their bodies. Therefore, I argue that the photographic experiments produced in an early childhood education center trace, on the plane of immanence, fables and inventions that transgress the logic of imprisoning bodies. The research was conducted in a municipal early childhood education school in the city of Serra. We used the methodology of cartography associated with photography, in which we created what we call carto(photo)graphy. Children produced photographs of the school environment, and after the development of these images, they became part of the space-time of the school, involving children and teachers in networks of conversations. The photographs go beyond the search for standardized aesthetic representations and invite us to question, explore, fabulate, and create, that is, to photo-fabulate the school, childhood, teaching, curricula, knowledge, and affections. To do this, we draw on some conceptual tools developed by thinkers such as Gilles Deleuze, Felix Guattari, David Lapoujade, Roland Barthes, and many others. Alongside children and teachers, we invest in immanent processes of creation and fabulation, transforming our journey through the school territory into a nomadic experience. We highlight how photographs can become a means to rethink curricula, childhoods, teaching, and the school itself, allowing children and teachers to fabulate or photo-fabulate other worlds and point us towards paths to inhabit the New Earth.