Self-Managed Modes and Investigative Clues in Teacher Formation

Abstract

ABSTRACT The paper discusses the importance of self-management modes that are woven into the relationship between research practices considered problematizing and the field of inventive formation, together with Basic Education teachers. Operator-concepts, ethical-aesthetic-political, support theoretical and empirical work and think about what is produced in formation practices. Such operator-concepts polemicize the domain of the notion of subject, produced by the dichotomous Cartesian scene, generating investigative clues created by gestures, practices, and knowledge within the experience of forming teachers through the perspective of invention. Thus, it seeks to potentiate forms of resistance and counter-hegemonic modes that singularize the paths of teacher formation.