| dc.description.abstract | In this research, we investigate the possibilities of teacher‘s formation in the Philosophy's
PIBID (Institutional Scholarship Program for Teaching Initiation) at Federal University of
Mato Grosso from 2010 to 2016. This Program is an initiative from the Federal Government
to improve the Higher Education of Elementary and Middle School teachers. It aims to
stimulate teachers education through the integration between theory and practice, as well as
between university and public school. The thesis was focused on an investigation of possible
actions in the PIBID that encourage teaching practices and, specifically, creative
(transcreative) practices that contribute to the education of philosophy teachers.
Understanding education and formation as a process of creation, we immerse ourselves in the
philosophy of difference that refuses to think from the classical philosophy of representation,
which judges and evaluates the reality through identity, dogmatic, and immutable models, and
therefore, understands that Thinking is to recognize and represent from an intelligible, perfect
model. Breaking up with the classical philosophy of representation, it will stimulate the
thought to detach itself from a function of mere recognition and activate it as a creative force.
From Deleuze, who conceives Philosophy as a producer of concepts, teaching is thought as
becoming a creative process, searching resonances in Haroldo de Campos (2013), who deals
with the literary translation‘s theory as a creative process (transcreation), and from Sandra
Mara Corazza (2013, 2015), who takes the didactics of translation into transcreation as an act
of pedagogical creation. From these references, we think of formation from the perspective of
becoming, from the creative intensities that throw the thought into an insurgent adventure of
creating new worlds, ways of being and acting. We perceived that practices such as planning
meetings, diagnosis of school context, teaching methodology, cultural-philosophicalpedagogical formation, didactic projects, observations and interventions in the classroom,
participation and presentation of works in events, and a minor formation are actions of the
Philosophy's PIBID that stimulated transcreative practices, overcoming traditional
pedagogies, and offering a heterogeneity of knowledge in the curriculum of teacher's
formation. Deleuze's notion of Procedure guided us in the document's analysis (annual
reports), in PIBID productions, as well as in the bibliographical research that approached the
theoretical reference on formation, translation/transcreation, philosophy of difference and
PIBID, investigating Program's possibility to contribute to the teacher's formation under the
lens of the knowledge‘s creation. | |
