Abstract
Resumo Este texto, que é um recorte de uma pesquisa de doutorado, intenciona movimentar diferentes fluxos de pensamentos a partir de uma intercessão fílmica, incitando a pensar uma experiência educativa. Busca dar atenção àquilo que tem a potência de afetar e inquietar em um encontro fílmico, possibilitando a produção de diferentes arranjos e tessituras. A partir das narrativas disparadas pelo atravessamento entre o filme O balão branco e o livro Pedagogia profana (2010), de Jorge Larrosa (com os acadêmicos da Graduação em Artes Visuais da UFSM), foi possível tecer conexões com a docência. As problematizações suscitadas a partir do cruzamento da imagem fílmica selecionada, das narrativas produzidas pelos acadêmicos envolvidos na investigação e dos conceitos operados na pesquisa, especialmente os conceitos dos filósofos franceses Gilles Deleuze e Félix Guattari, agiram como um vetor de ressonâncias, impulsionando, a partir dos ecos repercutidos, a invenção de múltiplas e singulares cenas para a educação.
Highlights
Resumo: Este texto, que é um recorte de uma pesquisa de doutorado, intenciona movimentar diferentes fluxos de pensamentos a partir de uma intercessão fílmica, incitando a pensar uma experiência educativa
The filmic images or the filmic signs, in research, come to be seen as provocations that impel the contestation of thinking habits which are still rooted and solidified in us
Investigating our own educational experience allows us to think about our role in the pedagogical field, paying attention to the resonances propagated in each of our meetings and impelling to rethink the relationship with ourselves and among all those involved in the educational process
Summary
In relation to educational experiences, what forces make the thought leave its inertia and acquire power to provoke encounters, intercessions and resonances?. The filmic images or the filmic signs, in research, come to be seen as provocations that impel the contestation of thinking habits which are still rooted and solidified in us Transposing this lethargic state of thought requires shaking and breaking in, it implies giving up totalizing and absolute certainties, putting ourselves before the extraordinary and the unthinkable. The research of an educational experience brings to the discussion the capacity to visualize and to think the possible landscapes that we can compose with the common incidents, with the smallest thing, with what is sometimes ignored and discarded in our daily life This delayed landing causes us to come in contact with the forces that urge us to perpetuate what we do, putting us face to face with our hindrances and limitations. Investigating our own educational experience allows us to think about our role in the pedagogical field, paying attention to the resonances propagated in each of our meetings and impelling to rethink the relationship with ourselves and among all those involved in the educational process
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