Abstract

MARTON, Silmara Lídia  and  RODRIGUES, Allan de Carvalho. The teacher's childhood: lived curriculums in the awakening of experience. child.philo [online]. 2018, vol.14, n.30, pp.385-405. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2018.32952.

This text is part of the dialogues that are developed in the DEVIR - Group of Studies and Research in Philosophy and Education of the IEAR/UFF around questions about of the time of the school and the university. These spaces live extremely affected by the automatic rhythm, by the bureaucratization and rationalization of the teaching that alienat children and young people of their own experiences and acts of contemplation that include the wandering, the doubting and the silence, indispensable to the flowing of the from their human condition. In line with what Larrosa (2002) says, everything works in the educational institutions in the sense of the impossibility of the happening. We wish here to express possibilities of educating that are against speed, pragmatism and the instrumentalisation of reason in favor of ready, finished and apparently logical answers. We will talk about encounters promoted between young people and children that estimulate their sensitivities that, prior to words, concepts, names, they give power to their childhoods, which, as Agamben (2000) refers, are the place of experience. We will establish connections with the encounters that, as the power of the childhoods, encourage us to think of other processes of formation of self and of the other. In this sense, we will emphasize the educational proposal of "Philosophy with Children" developed in public schools in Angra dos Reis and where through devices of Art and the exercise of sensitive faculties, we also experience, as teachers, a childhood marked by attitude to ask oneself and to listen to oneself and the other. This proposal provoked displacements in the perspective of a more open self-formation, thus provoking transformations in our ways of teaching and understanding the formation of the teacher. We will talk about what we feel in this process by socializing our teaching experiences, experiencing curricula in which silence, uncertainty and unexpected happen. In this way, childhood gives voice to experience, a passion in the own way of we being a teacher.

Keywords : Childhood; Philosophy with children; Teacher; Curriculum; Self-formation.

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