Docência como encontro: uma docência pelas afecções

Abstract

What can teaching do as an encounter? This doubt disturbed and animated the course of the research that follows. By looking at the “encounter” through Spinoza’s lens, teaching was seen through the otions of “affection” and “affect”, that is, a teaching that happens through the composition and/or decomposition of bodies. In this sense, the research produced a thesis in education by a continuous and experimental movement, paying attention to what could and was not known about a teaching existence. Happening in the “rhizomatic” and “fabulatory” mode, it welcomes as a tactic to tangent and produce the happenings of a teaching, a dive into the affections, that is, into the marks of the encounters of a university teaching. Thus, he immersed himself in notebooks, sketchbooks, folders of digital files impregnated with images in the form of photographs and drawings, as well as words from recorded speeches, written letters, articles, TCCs, etc. Vestiges that engendered the “composition plan” of the research, since it was the subjects fabled in the 7 (seven) essays that experienced a teaching as an encounter. These essays-fables did not seek to refer to teaching, but, through “blocks of sensations”, arising from the dives into the materiality of affections, they produced becomingteachers, blocks of teaching moved by “conceptual characters” and “aesthetic figures”. Crossed by different conjunctures, problematization and chains of the production of an artistic-educational teaching work, the essays-fables were moved, above all, by questions that touch and permeate the multiplicity of the teaching relationship (or teaching) implying thoughts that cross the body, the subject, the training and the curriculum. In composition through Spinoza’s lens are the perspectives of Deleuze and Guattari, Henri Bergson, David Lapoujade, Suely Rolnik, Frederico Morais, Hélio Oiticica, Lygia Clark among other researchers, from the field of art and education, who made an alliance for the realization of this thesis. A thesis that borders on a teaching of the absurd, since, through invention, given the immanent and relational condition of the teaching event, he defended that a teaching as an encounter can engender a way of existing (ethical, aesthetic and political) through the affirmation of life, that is, through joy.