Resumen

PILAN, Fernando Cesar. TEACHER TRAINING AND SUBJECTIVATION PROCESSES: thinking on the education in tension of the difference. Revista Teias [online]. 2023, vol.24, n.74, pp.305-322.  Epub 06-Dic-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.70202.

The aim of this essay is to think about teacher life with the philosophy of difference, triggering some possible meanings that this crossing can bring about. It’s written about other possibles of expressions in teaching life, more attentive to the blunders of difference, need to be triggered: these other ways of life educate can only be daring, subversive, clandestine and provocative of teacher training in its hegemonic format, constituted by the triad religion-sciencelaw (CORAZZA, 1999). The philosophy of difference rips through the fabrics and hegemonic models of social framing, making visible the inventive and creative flows of life in differentiation, which asks for passage. This provocation also echoes in school education, in teacher formation. The fluidity of life, of bodies in their vital flows, if seen beyond the models, can lead a teaching life to be more interested in the encounter with the other, than in the judgment of the other. Thus, paying attention to difference on the part of a teaching life is a demanding and inventive disposition, in which the teacher's production of subjectivity becomes his or her most notable formative task: trouble yourself, metamorphosing himself. Excavate constantly himself involves flows deviating from the models that inhabit an educational life, implies a constant concern to escape through lines of flight that create cracks and caesuras in the uniformity and curricular homogenization of school educational processes. Thinking about teacher formation in the tension of difference makes possible other directions flow in which the form-action moves along the path of otherness and is not just shaped by the path of identity offered by the models. Other formations are possible: inventive and creative, in which the teacher life invent another of himself, in care with ethical-aesthetic-political presence in the world and in school territories. Finally, are expressed some digressions about possible existential techniques that can be powerful, subversive and inventive in teaching life, which risks educating in the midst of life and difference, and not just submitting to models.

Palabras clave : difference; teacher formation; lines of escape; excavation himself..

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