AFETIVIDARTE E FORMAÇÃO DOCENTE: REGISTROS AUTOETNOGRÁFICOS A SEIS MÃOS

Abstract

In this study, we propose to feel and think about the intersections of artistic and affective experiences in the construction of the teaching identity. We start from the understanding that art, in its multiple forms of occurrence, not only occupies a place in everyday experience, but also plays an important role in the development of sensibilities, perceptions and ways of teaching and learning. In this way, we revisit, together, some memories in which art was present in different stages of the life of the second author who was, then, writing his final paper. Working together, as if weaving our experiences, from an autoethnographic perspective, we depart from his early childhood memories and his meaning making process, moving across his school years and time at university. We reflect together on art and language in teacher education, including our own becoming, from a critical and decolonial perspective. Embodied experiences soaked in what we call here afetividarte are problematized, proposing a shift in the perspective of language and teacher education. Carrying out this analysis, we used autoethnographic writings (Bochner 2013; Takaki, 2020) that allowed us to explore and feel-think about bodily experiences (Almeida, 2023) in a more intentional way. In addition, with this study we also seek to understand how such artistic experiences dialogue with our processes of becoming teachers and researchers, shaping the pedagogical choices we make and our vision of teaching as an emancipatory practice toward an alternative becoming in teacher education.