EVERYDAY INVENTIONS, TEACHER TRAINING AND AUDIOVISUALITIES: a class of pedagogy in the pandemic

• Autor(a) principal: Rossato, Bruno Costa Lima
• Data de Publicação: 2022
• Outros Autores: Sousa, Nilcelio Sacramento de, Barreto, Rafael Chaves Vasconcelos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/14119
• topic: Audiovisualidades; Currículos; Formação de professoras; Inventividades; Pandemia; Audiovisualities; Curriculum; Teacher training; Inventiveness; Pandemic

This essay proposes to think about the course of a curricular discipline of the Pedagogy course - from a public university in Rio de Janeiro - and, offered in the pandemic period. Such reflection arises from the fact that the classes took place - exclusively - in the on-line context, with the use of audiovisualities (KILPP, 2018) to produce classes with connections of affection, even in times that slip through capitalism and oppressive notions in the field of governability. . The purpose is to problematize the performative production in the training of teachers, considering that the prescriptions have to be practiced by the students, in their articulation with the curricular processes, and that the learning is forged in a daily life that is lived and experienced. Such processes, which take place mainly in the teacher-student relationship (ALVES, FERRAÇO, SOARES, 2019), create relationships with the world that are permanently modified, producing difference, with the audiovisual being a trigger of established coexistence. According to the trend known as “research in/of/with everyday life”, in which the essay is inserted, we assume that the inventiveness of the students, with the uses of audiovisualities, boosted authorship in/with the training. Thus, the bonds built, even in an on-line course, leveraged the deconstruction of teacher-student relationships, producing subjectivities that go beyond social expectations about acting in the classroom. As a presupposition, this essay thinks about training, understanding it as the experience of fireflies (DIDI-HURBEMAN, 2011), which, although they are woven in the contingency of established norms, overflow the borders of the instituted as a survival in such a hard moment of life.