Formação docente como experimentação do sensível: resistências coletivas em comunalidades expansivas
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Data
2026-03-24
Autores
Werneck, Hociene Nobre Pereira
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Universidade Federal do Espírito Santo
Resumo
This thesis emerges from the intersection between regulatory policies and creative forces that shape teacher education processes in public schools. Based on training encounters—often permeated by legislation, schedules, and functional progression scoring—the presence of a meritocratic logic was observed, one that converts the desire to learn into a bargaining chip, reducing education to a bureaucratic requirement. Thus, the problem of this research did not arise as a search for a solution, but as a disquiet: in what way can a form of education that invests in the relationship between the intelligible and the sensible move teachers’ thinking, opening cracks for invention, for collectivity, and for ways of learning-teaching that escape the naturalization of hierarchical and meritocratic processes that regulate the school? Guided by this unease and by the refusal to treat education as a cog in neoliberal performance machinery, the research takes as its general objective to map the affects and compositions that emerge from encounters with sensible signs—such as literature, images-photographs, dance, and short films—investigating how such ethical-aesthetic-political assemblages operate shifts in teachers’ thinking and engender other ways of doing education, not out of duty, but out of desire. To this end, cartography inspired by Deleuze and Guattari was adopted, articulated with Carvalho’s conversational networks, as a method-process: not to explain the territory, but to follow its breaths. Presence in the field, in a municipal Early Childhood Education school in Serra/ES, constituted the very process of data production: being-with, listening, conversing, allowing oneself to be affected. It was not about collecting information, but about accompanying the emergence of collective singularities. By tensioning educational policies in their different arrangements—such as Resolution Nº 2/2015, Resolution Nº 4/2024, Municipal Ordinance Nº 001/2010 (replaced by Ordinance Nº 021/2024), the DCNEI, the BNCC, and the BNC-Formação—diverse orientations become evident. Resolution Nº 2/2015, widely defended in the educational field, affirms formative principles that escape meritocratic logic; in contrast, in certain modes of operationalizing other regulations, especially in the BNC-Formação and in local arrangements of functional progression, meritocratic captures are observed that weaken invention and tend to fragment the teaching body into gradations. However, within the cracks of this scenario, breaths also emerge: panapanás, masked washerwomen, packs, and “treatises of little birds,” concept-images that, by following the forces of the sensible, affirm that education can still be a field of creation. The results indicate that the sensible operates as a condition of existence for teaching and not as a curricular adornment: it tensions what is instituted, expands collective potency, and reopens the time of formative encounters. The thesis thus maintains that continuing education is not reduced to an administrative requirement, but constitutes a condition of possibility for the shared creation of teaching. It therefore claims education as experimentation with the sensible, rejecting the equivalence between merit and value and affirming the sharing of the common as a force for producing communalities—not as homogeneous belonging, but as heterogeneous and inventive composition. Inspired by Spinoza, Deleuze, Guattari, Rancière, Rolnik, Carvalho, among others, this writing affirms that what moves the school is not the norm, but the encounter; what sustains teaching is not the metric, but potency. Thus, the thesis does not conclude: it takes flight, like butterflies in a panapaná, composing collective resistances in expansive communalities
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Formação docente , Meritocracia , Experimentação do sensível , Filosofia da diferença , Políticas de regulação da formação docente , Comunalidades expansivas , Teacher training , Meritocracy , Experimentation of the sensible , Philosophy of difference , Policies for regulating teacher education , Expansive communalities