seis fragmentos para uma formação inventiva de professores, em tom menor, entre psicologia e filosofia

Abstract

The article uses the idea of six fragments to reconstruct axes between the theoretical and formative genesis of devices for the inventive training of teachers, understood as the practice and subjectivation of ways of working in educational psychology, in a minor key, between university and elementary school. Fragment, as Maurice Blanchot presents it, is what anticipates a becoming. The text gives special emphasis to six fragments of inventive teacher training: art, cartographic research-intervention; institutional analysis; production of subjectivities; plural cognition policies; and inventive teacher training. By increasing the degree of bearability to live an experience of problematization and forging a network of elements that can increase this degree of bearability to also place oneself in vulnerability, an inventive teacher training program is concerned with forging ways of acting, thinking, writing, being, feeling, doing, and being able to stress what is in the training of teachers.  A training that vibrates, intertwines, and opens up to devices that equip us for the invention of ourselves and worlds and their micropolitical work. The final considerations reverberate questions about inventive training woven in the urban periphery of Rio de Janeiro, particularly in its relations between elementary school and the university. There are fragmentary discourses under the names Michel Foucault, René Lourau, Heliana Rodrigues, and Virgínia Kastrup, seeking to invent a fruitful conversation between intercessory authors, and to further multiply this rumor, in a minor key, to forge unique, inventive research and training ethics.