Uma docência com infâncias atravessada pelos diários visuais e/ou textuais e pelas questões de corpo e gênero

Abstract

This master's thesis presents challenges and doubts to be problematized based on the philosophies of difference, elements which have motivated this researcher to consider a teaching practice influenced by visual and/or textual diaries and issues of body and gender, specifically concerning the production of educational practices with children. The research was driven by the following question: What can a teaching practice with children, influenced by the concepts of body and gender and challenged by the production of visual and/or textual diaries, achieve? From this issue, it proposes the implementation of experiments, such as storytelling, drawing, enactments, and compositions with recyclable and non-structured materials, with a preschool class at the Municipal School of Elementary Education Lívia Menna Barreto in Santa Maria (Rio Grande do Sul State, southern Brazil). Biographematics, combined with visual and/or textual diaries, was employed as a methodological path to follow the procedures, connecting with references including Guacira Lopes Louro (2021), Vivien Kelling Cardonetti and Marilda Oliveira de Oliveira (2019), Vivien Kelling Cardonetti, Francieli Regina Garlet and Marilda Oliveira de Oliveira (2021), Gilles Deleuze and Félix Guattari (1997), Gilles Deleuze (2003), Gilles Deleuze and Claire Parnet (1988-1989), César Donizetti Pereira Leite (2011), Roland Barthes (1984, 2003, 2004, 2005), and Sandra Mara Corazza (2015). Among the learnings from this dissertation are multiple possibilities rather than offering a single conclusion on the subject. The research raised questions about how these concepts affected (and continue to affect) this teacher-researcher and also emphasizes the need, as a woman and teacher, for the continuous deconstruction of representations, actively addressing each situation that arises and is experienced in the educational context, recognizing the forces that prevail in school relationships for body and gender issues to be incorporated or not into educational environments, and finally outlining how pedagogical practices can be experimented with, seeking to embrace and present these issues to the children.