O corpo e a experiência de si: experimentações com o ensino de ciências

Abstract

This writing process brings the body as a mechanism of forces which pass through the research and the researcher by a writing of itself, delineating the pathways which they take from the difference and multiplicity that compose their exits to expatiate on other forms of understanding what may be a body. Along these lines, we share the thoughts of Deleuze and Guattari going to the Philosophy of Difference, making the thought goes in the possibility of achieving other places where memory, body, science and education meet themselves, thus they create together comings where the research obtains power. The writing, in this context, emerges as a fragmented breaking point between poetic lines, collage, photographs, drawings and scribbles, which collide with the text causing openings to experience the diversity of a gay body that transits the education as a science teacher and occupies the Amazon territory as a place of experience. From these experiences, the education is brought as a space which consumes the existence by social markers that punctuate the difference, producing bodies by a very fine line which fits in the biological pages and consequently in science classes. In tracing these questions, we seek the experimentations as processes, which dislocates in directions to other forms of manifestation, where they are possible to create possibilities of teaching for science classes, displacing the embodied images of their biological status at feeling their vibrations, sexuality, identity, subjectivity and desires that rip the forms, dislocating them away from their organized functions. Through these traverse, it is desired to break with the idea that has been being architected about body, focusing it on the images which textbooks bring us as a source of knowledge and learning for science teaching, emerging it as an invitation that dislocates the body and the thought of its solid base. As a result, it may collides an education more soluble and aesthetically sensitive to experiment with moving images. Thus, we have, by these displacements, a body and a moving education which misaligns the hard seams and incarnates a new approach of body-image in the sense that the experimentation happens inside and outside the educational path. Stem from this, the science classes are also composed of their deconstructions in the desire of achieving an education where the body becomes a source of invention, and education becomes a place to be experienced in its plurality.