CROSSINGS OF THE MEDIA IN TEACHING, CURRICULA AND AFFECTIONS IN A CMEI OF SERRA/ES

Abstract

It deals with the intersections of the media in the teaching and curricular practices and in the imaginary of the school community; based on an episode narrated in the first person on a social network, with repercussions in the local traditional press, with problematizations that lead to inquiring about the place of school, teaching and affection in the curricular composition in a Municipal Center for Early Childhood Education in the city of Serra in the State of Espírito Santo, Brazil. It aims to map the discursive resonances that reverberate between the media and teachers, in an attempt to make visible the impacts of such discourses on teachers' affects. It takes as a theoretical-methodological intercession, the delineations of the networks of conversations, as a mode of resistance to the media discourses, which delimit the place of the school, when talking about and not with the school. It makes use of theoretical notes with Masschelein & Simons (2014), Leal (2022), Carvalho (2009), among others that problematize the school as a place of life and resistance. It bets on dialogical and affective compositions, based on an attentive listening to the contexts experienced, as a condition for accelerating vital processes in the invention of possible worlds that can affirm life and learning as a force, in the face of mismatches and social ills.