Curricular metamorphoses

cinema as an inventive force of other ways of learning

Abstract

The article aims to present some fragments of thought movements established in processes of continuing education of teachers from two public schools in the encounter with cinema-images as an inventive force for other ways of learning and teaching. It uses, as a methodological contribution, cartography to accompany the conversation networks that make affections and affections proliferate in the constitution of movements of thought in the encounter with the artistic sign of cinema. The problematic field is stated as follows: Is it possible to expand life in remote work? How to produce inventive learning-teaching movements in the midst of the pandemic? How to establish curricular metamorphoses from the encounter with cinema-images in the midst of continuing education processes? It argues that thought - from the encounter with cinema-images - can be constrained to estrangement, to the unknown, establishing processes of subjectivation and creation of worlds in which other thoughts are possible. It concludes by betting on teachers' continuing education meetings as experimentation, in which paths, times and flows are invented, shared and, because they are intensive, reverberate movements of thought that give rise to curricula, teaching, childhood, in short, life in its own right. intensity.