Filipe Souza

The discussion presented in this article uses the “Biografematic” Method as a strategy for understanding narratives and challenges in the training of teachers who work with childhood education. Based on the theoretical works of Barthes, Deleuze, Guattari, Canguilhem, Varela, and Foucault, it questions rigid formats of teaching and understanding childhoods and proposes openness to the unexpected and to invention in the exercise of this profession. The paths taken in teaching as a field of experience intersect with affective and temporal fields in everyday life, being strained by the nuances of childhoods. By accompanying ephemeralities, “biografematic” writing has established itself as a tool for analyzing educational practices, in workshops held with teachers. The writing takes on an essayistic character, seeking to produce thought in motion, in dialogue with the unique gestures of the teaching profession and the tensions caused by encounters with childhoods. Rather than treating childhood as a chronological phase, the article takes it as a way of being, a state of experimentation and openness to the new. Becoming-child is understood as a power in pedagogical practice that allows for the displacement of knowledge, practices, and forms of relationship in the educational environment. Monitoring the ephemerality of educational practices has enabled dialogues with other possible modes of teaching in early childhood education. Teaching, understood as an ethical, aesthetic, and political activity, encounters childhood, which, as a territory of immanence and difference (NOGUERA, 2019), enhances other ways in the teaching profession based on infantilization.