Abstract

CARDONETTI, Vivien Kelling; GARLET, Francieli Regina  and  OLIVEIRA, Marilda Oliveira De. Visual and/or textual diaries as a self-creation laboratory: transversal movements in higher education teaching. Rev. Diálogo Educ. [online]. 2021, vol.21, n.68, pp.261-290.  Epub May 11, 2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.068.ds11.

This paper aims at thinking the formation in higher education through the perspective of the philosophies of difference, a formation that ‘happens’ in between its processes and unpredicted encounters, without a form to be achieved a priori. The writings of female and male authors such as Ribetto (2011), Pereira (2010a, 2010b), Loponte (2008, 2014), Hardt (2006), and Corazza (2013) show to be powerful tools to think the unraveling through this perspective, that is, a formation which is thought as a living and open field, always about to become. Three visual and/or textual diaries are also articulated in this writing, which were produced by the authors of this paper in their trajectories as lecturers in the context of higher education. Thus, the goal is to think: How can visual and/or textual diaries work as a self-creation laboratory in higher education? Thus, we sought to think the formative scenario as a laboratory for experimentation, aiming at tensioning the process of teaching with elements/food (ROLNIK, 2006) that do not relate to teaching necessarily, but function as powerful elements to conceive it. The cartographic perspective, as a processual strategy for investigation (DELEUZE; GUATTARI, 1995), has impelled the authors to invest in transversal movements (GALLO, 2006; GUATTARI, 2004) along with the visual and/or textual diaries (CARDONETTI; OLIVEIRA, 2015; OLIVEIRA, 2011, 2013, 2014) produced in educative experiences. In this research movement we think/operate a teacher’s formation in the uniqueness of their happenings.

Keywords : Visual and/or textual diaries; Self-creation laboratory; Higher education; Transversality.

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