Borboletear : do mal-estar ao acolhimento - cartografia de transformações autopoiéticas subjetivas de docentes no território escolar

Abstract

This thesis emerges from a cartographic study guided by the following motivating question: How is living, being, and acting taking place in the performance of teachers within the school territory, and which autopoietic processes are being triggered? The theoretical assumptions that frame the research stem from Maturana and Varela's Biology of Cognition (1997, 2001) and Maturana and Dávila's Cultural Biology (2015, 2021), especially the concepts of autopoiesis, structural coupling, recursive coordination of actions, and coexistence. These were articulated with some complex operators: Morin (2002, 2005), Morin's concept of subjectivity (1996), Atlan's concept of complexification through noise (1986), and Larrosa's concept of experience (2002). The cartographic movement was based on Passos, Kastrup, and Escóssia (2009), consisting of accompanying processes that are unfolding within the school territory of Elementary Education. This research path acknowledges that the researcher is not isolated from the reality under study, while also considering reality as a mobile and dynamic map. To carry out the accompaniment from the cartographic perspective, we chose conversations inspired by Maturana and Dávila's (2015) liberating dialogue and self-narrative writings, accompanying three teachers working in Elementary Education. These teachers were chosen because they captured our cartographic floating attention through their way of being within the domain of school action; thus, they were invited to share their lived experiences. Among these accompaniments, we conducted a self- accompaniment, in which we presented a self-narrative writing, and through coordinations of coordinations of actions, we built autopoietic validations. We highlight welcoming as the core of the emergences, conceptualizing it as a constitutive part of the relational living of human beings, which requires the presence of beings in coupling, recognizing one another as legitimate others in coexistence, in wholeness and openness, so that living may emerge as a co-creation grounded in respect and acceptance. From this way of being, individuals have the potential to mutually empower one another, with the possibility of (self-)complexification, thus transforming themselves autopoietically. In the cartographic accompaniments, we identified teacher malaise as a trigger of disturbance/noise, and we considered it a source of autopoietic transformations. In this way, welcoming can become a path to coexistence, and coexistence can become a pedagogical path that embraces empowerment as a catalyst for (self-)complexification movements. Considering the emergences that were constructed throughout this cartography, the thesis we present is that the teacher's being and existing within the territory - in coupling with oneself, with the environment, and with the other - can trigger autopoietic processes with the potential to provoke changes in their identity as a teacher. For this, they need, through movements of self-reflection, self-coupling, and self-welcoming, to take malaise as noise, leading to transformations in their subjectivity and in their way of engaging with students. We hope that this study resonates and may serve as inspiration for a welcoming and transformative education. [resumo fornecido pelo autor]