The TEACHING PROFESSION

training, curriculum, fissures, deviations and (re)existences

Abstract

This article focuses on teacher training, curriculum, and educational practices, viewed as acts of creation and resistance amidst the challenges of governmental structures. It asserts that within the teaching professional genre, there is the possibility for the worker-body to stylize itself, gaining new momentum and inventing other ways of curriculing in schools. These strategies may include new elements in a certain memory of the teaching craft based on the "event"—in the Deleuzian sense of the term—that mobilizes educational work. In crafts, the professional genre primarily concerns a transpersonal dimension, where an "event-driven" dimension is present. Based on the neologism infancialização (infantialization), it indicates that to "infantialize" teaching is an ethico-political direction; it assaults certainties, sows and reaps wonder, and prompts reflection on different vibrant and continuous movements. The article proposes a training "against the grain," based on new alternative curricular strategies, employing arrangements composed of detours, fissures, and breaches to create possible curricula as a strategy of resistance. In this direction, it takes Roland Barthes' wager as a challenge: to "re-exist" against the fascism of language that forces us to speak in determined ways.