Um corpo que gesta, um campo que pulsa

cartografias de práticas pedagógicas de professoras alfabetizadoras

Abstract

This doctoral research, conducted between 2022 and 2025 at the Graduate Program in Education of the Universidade Federal do Triângulo Mineiro (PPGE-UFTM), is part of the Research Project Higher education and basic school in collaborative network: teacher education in focus, funded by Fapemig, and was developed within GEPEDUC and REPPOD. The research inhabited the territory of two third-grade elementary school literacy teachers, composing the forces and potentialities of the pedagogical practices that pulsed within that context. Drawing on social cartography inspired by the Deleuzian-Guattarian post-structuralist framework, the central question was: how are contemporary pedagogical practices constituted as (re)compositions of forces that traversed teaching during the pandemic, producing continuities, ruptures, and reinventions? The research was gestated in a body that was also gestating: a first daughter was born during the master's degree; a pregnancy loss marked the doctoral journey; a third child was gestated throughout the doctorate. Through field notes, explicitation interviews, and pedagogical experimentation over 94 days of immersion, the study confirmed that the pandemic functioned as a dispositif of openness to other pedagogical practices, producing new ways of teaching and learning. Researcher and mother were not parallel experiences, but lines folded onto a single body, woven from grief, gestation, love and writing.Keywords: social cartography; pedagogical practices; literacy teachers; gestation; motherhood.

Keywords: social cartography; pedagogical practices; literacy teachers; gestation; motherhood.