Educação transcriadora : ações didáticas que constituem a aula no Ensino Superior

• Ano de defesa: 2018
• Autor(a) principal: Aguirre, Elisabet
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Didática das diferenças; Transcriação; Aula; Ato de criação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Didactics of differences; Transcription; Class; Act of creation
• Link de acesso: http://ri.ufmt.br/handle/1/1890

This thesis develops itself in the scope of Superior Teaching and it is traversed by the class that is under the Post-structuralist perspective, with Gilles Deleuze’s philosophy of difference. With this study, I deal with an infinite movement that may happen between the Superior Teaching and the class as with the creation/production of other possible relationships.This thesis unveils, in this way, what is the problem that is created/producted in Superior Teaching? From this I sketch out other questions to look for thinking about learning from the resulting of actions, of relationships that take place in the midst of creation - which I deal here as an experimental intensity, conceiving the role of education is to overturn rules, the procedures and the ways of doing. This time, when I propose the thesis it is guided in the inquire about how it is possible to create new forms inside of a play which is more and more prescribed, that is, the concrete materiality from the teaching playings in the class? Does the classroom have the sense of forming citizen/human beings(cidadãos/seres humanos pois a palavra sujeito em inglês na norma culta para designar homens são essas duas) able to place themselves in respect to their speaking with what they speak and think about ? With this transposition, the present study is a provocation of thinking the classroom in Superior Teaching, uncovering the possibilities of strangement, of the dispose of the uncommon, of the mark of the singularity and of the style of the individuation, feeling myself induced to think other ways of class. Are there other ways? What are the ways in which I will look at the class in Superior Teaching? What I was reading, attempting, producing images that pulsed in the act of thinking to produce this corpus thesis of a doctoral research aiming to constitute / to compose / to create, philosophically, the concept of class, of thinking and of learning in the scope of Superior Teaching I fell myself invited, instigated with unexpected provocations from Walter Benjamin, Haroldo de Campos and Sandra Mara Corazza, my main theoretical references in this thesis to sketch thoughts about the professor of the difference, producing leakages from the didactics of translation / transcription in class. With the started inquirement, I have incited meetings with professors of the Pedagogy Course from UFMT and also from UNIVAG for, in the conversation, I feel, when seeking the singular, if the professor notes the class as a pure immanence of what is yet to come, where there is no any forever, any ideal.To invite the meetings for chatting, to imaginate the meaning of the class in Superior Teaching, without going into crisis, without creating the chaos, but envisaging the possibility of creating other procedures, such as the possibility of reinventing the teaching action that circulates among the criticism appreciation, the responsible doing and the doing life itself (from authorship) a work of art.