EDUCATION BY/WITH UNCERTAINTY:

a strategic plan for teaching actions

Abstract

This text operates with the theoretical-methodological lenses of Gender Studies and Cultural Studies and recognizes that Brazilian education has privileged a single norm of “thought and experience”, the result of which is the imitation of didactic models legitimized as satisfactory and driven by erasure of differences (hooks, 2017). In this scenario, we entangle a perspective of education through discomfort, as a social, political, cultural and economic complex of dispute for meanings and production of identities in which teaching has the ethical-political commitment to question certainties, to propose other ways of seeing, being and be in the world. To guide our textual weaving, we ask: how do Suely Rolnik's (2018) ten suggestions for decolonizing the unconscious serve as inspiration for composing teacher training strategies? We produced a tactical plan with epistemologically designed actions to engage teaching experiences, after all, survival and resistance strategies must be shared (hooks, 2017). However, as Rolnik (2018) announced, we do not work with fixed and/or step-by-step models, much less do we propose something definitive and absolute, because we understand that the relationship between teaching and learning is unstable, mobile and unstructured, as well as the decolonization of the unconscious happens in both, almost at the same time, in a learning interaction through (re)construction. It is as if teachers were involved in the construction of themselves and others within the scope of micropolitics, which oscillates, expands and contracts because it is the target of other powers and other cultural forces.