Experimentações com a contação de histórias na formação docente: a literatura entrelaçando afetos e afecções no cotidiano escolar

Abstract

This research focuses on experimentation with storytelling, intertwined with literature, in teacher training movements at a Municipal Early Childhood Education Center (CMEI) in the municipality of Serra – ES. It investigates the teachers' statements in the production of the affirmation of a curriculum that is made in the composition of life, in the backyards of early childhood education teachers. It problematizes the flows and forces that trace the space-times of teaching and childhood, in the production of affections and affects, in school daily life. Supported by the philosophy of difference, in the affirmation of life, in the good encounters that increase the power to act, the data production is composed of the theoretical intercessors Deleuze (1988; 1997; 1998; 2003; 2007; 2010; 2013;) and Spinoza (2021) and, in the contributions of memories and narratives, by Benjamin (1994) and Reis (2021). It is configured as a methodological bet on the statements of cartography through conversation networks with Carvalho (2009; 2019), the inventive training of Kastrup (2012) and the composition of teaching narratives crossed by agencies and the production of other curricula with Paraíso (2023). It shows that learning occurs through affection and defends the thesis that experiments with storytelling intertwined with literature in conversation networks produce affections and affects in teacher training