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Cartography. Childhoods. Arts. Natures. Becoming.
The research aims to map a teacher's feelings towards childhood, arts and nature, seeking to extract from them what can empower a teacher of children to think about an education with them. To this end, artistic experiments were carried out with children, artists and nature, initially driven by the following questions: Can artistic experiments between childhood and nature reinvent school times and spaces? What can a teacherartist-performer-wanderer do when rehearsing artistic experiments with childhood and nature? What shifts can these experiments provoke in the context of childhood education? What can this composition — childhood, arts and nature — do at school? The experiments took place through 22 workshop classes involving different artistic languages, with contemporary visual arts, graffiti, performances, music, poetry, theatrical experiences and dance, in collaboration with artists from the Coletivo de Estudos Poéticas do Aprender (CNPq-UFRN). The research was conducted in the context of the Núcleo de Educação da Infância, Colégio de Aplicação da Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher, aiming to destabilize her usual pedagogical practices and open space for other ways of learning and teaching with children, inspired by the modes of the arts. Bordering between borders in agencies, in multiple compositions and seeking to find a zone of indiscernibility between different fields (between arts, philosophy and education), a mobile map was drawn up composed of surface effects called in this thesis childlike experiments between poetic movements in school, which sparkle together with playing, being a child, creating, paying attention, finding, moving.