Compostagens docentes: germinando alianças entre saberes multiespécies, educações, formação e vida

Abstract

In a teaching composter, life asks for passage, opening space for experimentation in a collective living-with. The composter decomposes matter and time, with the assistance of more-than-human beings such as fungi, plants, and bacteria, in order to reach other forms of life. I desire a composting-thesis, made by mixing teaching-soil, time, and the marks produced throughout lived experiences, which intertwine education, life, formations, fabulations, and many other compositions that intersect and constitute my teaching practice. Teaching-soil is fertile ground for experimentation. It is a place where the most beautiful flowers are born from relationships with other companions of life, human and more-than-human, all in one place, without hierarchies or fixed functions. It is productive soil, producing people, producing places, producing lives. Along this path, in the search to weave lines that intertwine experiences and experimentations in a school in ruins, I propose a composting-thesis that interconnects stories, experiences, materials, and thoughts that compose my teaching practice at this moment. Thus, I engender fabulations, narratives, and experimentations that allow me to recall flows of time within the school and to build lines of life that reinvent my trajectory as a Science and Biology teacher. Writing as movement. Writing with neither beginning nor end, in lines, in flows, through the middle, rhizomatically, cartographically. Desiring to follow the lines of life and the marks of time that moved me throughout my process of formation as a teacher, I launch myself into this composting-thesis as an essay of fabulations to think about education, teacher education, and life during the passage of my life in this world, while also experiencing how this path (de)composes me through these narratives, living and continually updating itself within me. To this end, the fabulations will be told in diverse ways: sometimes through texts, sometimes through images, photo-montages, poetry, art, and multiple experimental modes. It is this compound-of-living-schools in experimentation that reveals something of river, sea, animal, rock, earth, fire, seed, plant, and ancestry within schools, giving rise to a school project that unravels in the very place where life is lived, according to the rhythm of that space, together with human and morethan- human experiences. This creates a unique attunement to the place in which the school is embedded, carrying another cadence for this environment—one that cannot be measured, quantified, or calculated.