cartografias da inventividade pedagógica

infancializar e experienciar através da arte contemporânea

Abstract

This work unfolds from the cartographic experiments of the first author, reflecting on methodological possibilities that employ inventiveness, taking contemporary art as a field of creation and provocation, to make the classroom a space for experience and engagement with childhood. In this way, we will narrate part of the process of inventing a collective children's book, in which, through invitations to various artists, the first author continues to build her literary proposition. The research, developed through cartography as a methodological perspective, follows the movements, affects, and experimentations experienced throughout this creative process, understanding teaching as a field of invention and sensitivity. To this end, we draw near to authors such as Virgínia Kastrup, Gilles Deleuze, Jorge Larrosa Bondía, Luciana Loponte, and Renato Noguera to explore inventive possibilities from the perspective of the educator in conjunction with literature and contemporary arts. By bringing together art, literature, and teacher education, this work embraces experience as a possibility for transformation and infancialização as an opening to other ways of learning, teaching, and producing knowledge. In doing so, it seeks to contribute to the development of pedagogical practices that value imagination, collectivity, artistic creation, and encounters with the multiple forms of childhood in educational spaces.