No (mar) de (ar) das docências

Abstract

This research aims both at researching events (DELEUZE, 1997) produced by teachers in the moving territories of education. It also focuses on problematizing processes of composition-encounters of bodies and different teachings that are produced among movements, forms and flows. In that regard, it seeks to deconstruct pre conceptions about teaching and to problematize beyond the forms that are established by a given educational field, in an attempt to reaserch its productions and flows. For this reason, it reinforces that teaching is embbeded with experiences, events and encounters experienced by teachers and students on a daily basis in a wide range of educational territories along the ephemerality of a life-body, which takes place on the edges of m(i) cropolitics. It, thus, escapes from Cartesian academic structure, problematizes dogmatic education and believes in multiple forms of production. It makes use of everyday life research, cartography and the networks of conversations produced by teachers in traditional-nomadic sciences (DELEUZE; GUATARRI, 1997). Spaces of (de)-(re)territorialization in formative processes of initial and continuing teaching, including theoretical-methodological intersections of post-structural notes: ‘what forces us to think?’ Deleuze, Guattari, Spinoza, Rolnik, Kastrup, Ferraço, Carvalho, Corazza also trigger the ideia of ‘No (MAR) of (AR)’ as an invitation to (dis)locate universal thoughts that have been determined by absolute and crystallized truths, which have been held and training processes. Among the intensities of the seas we come across nomadic movements that become 'visible' to the 'eyes' of our readers (FERRAÇO, 2007).