SEARCHING MEMORY, WALKING THROUGH THE SKY, DREAMING WITH HANDS: ALLYING CREATION, CHILDHOOD AND TEACHER TRAINING

Abstract

In this article, we understand memory as a creative force. We remember and share three moments from our childhoods: riding a bike, inventing a game with a mirror, and playing at building huts. From these memory narratives, we extract a poetic and reflective force that touches on creation as a vital and desiring power and on education as a process of openness to the unknown, weaving dialogues with authors who investigate the relationships between art, time, childhood, and education. Based on the understanding of art as a territory dedicated to creative processes, we propose to consider how creation and the encounter with childhood can operate as foundations, including ethical ones, for teacher training connected with the openness and imbalance that life demands. Based on these forces, we move away from pedagogy as a formal practice to understand it as impetus (Ellsworth, 2005), approaching knowledge, education, and teaching as unfinished gestures, constantly in creation. In the end, amidst games that unbalance the world, we encounter childhood as an enigma that remakes life and a speculative force that reopens time.