aprender a pensar com as crianças

formação docente entre capturas e rupturas de infância

Abstract

This article aims to work on teacher training for children education at a higher education level and analyses pedagogical experiences in an elective course at the Faculty of Education of Rio de Janeiro State University(EDU/UERJ), taught by the author. The text is divided into two main sections. The first section presents the critique of teleological training in order to problematises how procedures and techniques forge specific teaching identities, creating a close relationship between knowledge, truth and power, with the aim of proposing a formative perspective based on a procedural and creative logic. Next, a critique of adult centrism is presented, reflecting on the ways in which the concept of childhood, strongly modern and colonised, has forged children's subjectivities through normative process. It is proposed that childhood can be thought of as a force for breaking with common sense and good sense, with reference to the concept of “becoming-child” (Deleuze; Guattari, 1997). ‘Becoming a teacher between captures and ruptures of childhood,’ the second section of the text, is devoted to narratives and reflections on the author's pedagogical experiences in the elective course she teaches. The entire text is based on cartographic methodology and in defence of writing as an experience and testimony of a formative process (of oneself).