Do intercessor figura-palhaça: um possível da docência contra o entristecimento

• Ano de defesa: 2024
• Autor(a) principal: Dias, Diogo Inacio
• Orientador(a): Souza, Carolina Rodrigues de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Atuação Docente; Intercessor; Desterritorialização; Reterritorialização; Figura-palhaça
• Palavras-chave em Inglês: Teaching Performance; Deterritorialization; Reterritorialization; Clown-figure
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/19708

What can happen when a teacher allows/makes an intercessor? What can be born from this encounter? And what can happen when that intercessor is the clown figure? This dissertation sets out to narrate the experience of a teacher who has an intercessor in the clown figure who, by crossing him, has made it possible for lines of escape to emerge in his teaching performance. Starting from the problem that the capitalist axiomatic and its capacity to manage its own limits, even agency desires, in a way imposes lines that shape society and the bodies that inhabit it, we discuss the idea that teaching is also sometimes shaped by these dominant and hegemonic movements of capitalism. Thus, there seems to be a developmental model of teaching based on performance and supported by formulas, recipes, methodologies and preconceived models that can end up breaking down teaching bodies and making them sad. In this dynamic of performance, we find in the concept of the intercessor a viable way for teachers to counteract this sadness. By being crossed by their intercessor, the clown figure (and their joy and improvisation and spontaneity and insubordination and disruptiveness and and and...), it has sometimes been possible to identify lines of escape that deterritorialise the teacher from their usual locus, launching them into a new and unknown territory of possibilities. Throughout this work, we present some chronicles that narrate some moments of experience in which the teaching figure is crossed by its intercessor, the clown figure, enabling other ways of being and being a teacher, offering resistance to some of these hegemonic lines that operate in a way that formats teaching. The clown figure is not presented here as another model to be followed or even as an inspiration for a teaching path to follow. The text shares an experience that, in the process of producing the research, enabled us to think about the power of manufacturing/permitting intercessors (whatever they may be) for teaching, our most precious finding in this research and writing process.