Banca de DEFESA: JOSELHA FERREIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSELHA FERREIRA DA SILVA
DATE: 18/12/2023
TIME: 14:30
LOCAL: Sala virtual do CAA
TITLE:
KEY WORDS:

Teaching; Teaching Subjectivities; Continuing/Inventive Training; Public-Private
Partnerships.

PAGES: 145
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present research project entitled MOVEMENTS BETWEEN POLICY COGNITION
(IN)FORMATION AND (TRANS)FORMATION: TRAINING OF TEACHERS IN THE
CONTEXT OF PUBLIC-PRIVATE PARTNERSHIPS IN THE MUNICIPAL
EDUCATION NETWORK OF CARUARU AND THE CONSTITUTION OF
TEACHING SUBJECTIVITIES. Has the general objective: To problematize of Understand
how teaching subjectivities are forged in the context of public-private partnerships. this sense,
this research is based on an interest in looking at teaching, especially at continuing education
that takes place in contexts of intensification of public-private relations, through the Lemann
Foundation and the Institute for Quality in Education – IQE, in the municipal network. of
Caruaru, a municipality in the Agreste region of Pernambuco. We took cartography as a
methodological inspiration, since it allows us to follow processes, which we believe favors a
greater approximation with teaching subjectivities that may be emerging in the context of
continuing education marked by the intensity of partnerships between the public and private
sectors. The theory that underpins the research is based on Foucauldian studies that discuss
power technology devices; neoliberal governmentality, self-care, in addition to the concept of
self-entrepreneur, addressed by Laval and Dardot (2016), Safatle (2020), Brown (2019). In an
attempt to problematize and understand the movements to privatize education, we take as a
reference the studies and research by Peroni (2021) and Adrião et al (2012, 2018, 2009), among
others. Our concept of continued training is based on the notion of inventive training by Dias
(2009, 2011, 2012, 2014, 2015, 2019), and Kastrup (2007, 2008, 2020), understanding training
as becoming, based on the philosophy of difference, focused on a policy of cognition of
(trans)formation, which is contrary to the policy of cognition of (in)formation, present in

formations that are configured by representations/pedagogizing moments, fixed from a pre-
given world. We highlight in our research-study findings that teachers (re)know and move in

this context between prescriptions and regulations of the PPPs, as well as the BNCC, but which
highlights the need to protect their autonomy to build experiences and learning that can be
welcomed by the school’s spaces-time. In this way, they say about the need for school
management that organizes itself to create a powerful space-time that mobilizes moments of
meetings capable of thinking about school and teaching, as we can problematize with the
literature of Maschellein and Simons (2014) a school and ways of being -being and becoming a
teacher from an amateur teacher perspective, which includes the ethical-aesthetic-political
dimensions. We also noticed moments of inventiveness that occur in meetings between peers so
that they problematize everyday school life and lived experiences, creating lines of escape and
acting to take care of oneself in the world, as a way of resisting a teaching that sometimes forges
the institutional and formal prescriptions and regulations standardized and planned by the
education network, despite occurring in short periods of time that escape the chronological order
of formal time.
Such meetings weave rhizomatic conversations and other subjectivities. In addition to this
exchange between teaching knowledge, there was also evidence of training that took place in the
classroom itself in the contact/relationship between teacher and student based on a conduct open
to unpredictability, this driven by enaction where the subject has the ability to constitute
himself, through the experiential means BEING=DOING=KNOWING, (KASTRUP, 2007),
which is defined as an autopoietic system. We understand with this reality that teaching is
moving in this field of disputes that are sometimes subject to the conduct of neoliberal
governmental art, which is encouraged by the discourse of self-entrepreneurs, and sometimes
provoke resistance, lines of escape and other policies in the micro-context. The research
findings (re)affirm that teaching life requires care for oneself and the world, going through the
ethical-aesthetic-political dimensions, acting through inventive cognition, through

(trans)formation, because when encountering the most diverse expressions of arts such as
writing, literature, music, cinema, rhizomatic conversations, among others, it achieves
(trans)formation and other subjectivities are constituted, escaping through the encounter with art
from the context of representation and standardization.

COMMITTEE MEMBERS:
Presidente - 1328163 - CARLA PATRICIA ACIOLI LINS GUARANA
Interna - 1836356 - KATIA SILVA CUNHA
Interna - 1651275 - LUCINALVA ANDRADE ATAIDE DE ALMEIDA
Externa à Instituição - INALDA MARIA DOS SANTOS