Práticas docentes: por entre cognição e afeto

• Autor(a) principal: Santos, Priscilla Castro dos
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10034
• topic: Affection; Knowledge; Subjectivity; Inventive teachers formation; Afeto; Conhecimento; Subjetividade; Formação inventiva de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

The present research offers us the possibility of forcing the thought to think formation and teacher transformation from the perspective of affectivity. The effects of the affective dimension on the construction of knowledge and its non-exclusion from intellectual activity were analyzed. It started from the need to dialogue with reality and to problematize how forming processes can be forged by experimentation in the processes of learning and knowing, of oneself and of the world. Starting from the principle in which affectivity and cognition do not dissociate the bet from the research is to put in analysis that teaching practices make emerge subjectivities. That is why we ask: What are the shocks that our teaching practice produces? In what ways do we affect and in what way are we affected? Do we resist? Thus, we aimed to investigate the ways in which the pedagogical practices of English Language classes in the Guilherme de Miranda Saraiva Municipal School gain consistency, analyzing the coemerging relationships between cognition and affection, and in what ways these practices may become a space-time to think production of subjectivity. To keep our troubled field alive and to risk answers, we called intercessors of the philosophy of difference. Especially because they can help to interweave our being / knowing / doing in education through experience, in order to affirm affection as intensive movement and knowledge as the most powerful of affects. For this purpose, the cartography method and the concept of teachers inventive formation functioned as analysis and intervention devices with teachers of English Language of county of Itaboraí, which made it possible to see and speak about experiences that allow us to invent ways of functioning and forming, stablishing subjectivity as cognitive politics, and through this politics to forge means for a more inventive education as an affirmative proposition of emancipation as well as new forms of organization and resistance.