Learning with technologies, art and communication in teaching formation courses

Abstract

In a context of uncertainties, difficulties and changes, we bring into reflection some educational experiences in the Pedagogy course, where teaching formation takes place at university, with teachers working in primary school. We lived a very interesting experience both as a teacher and learner in the Art Methodology subject. The experiences focused on retrieving plays, childhood stories, playfulness, daily life and pleasure of being at school. We attempted to create and unveil possibilities of using different communicational and artistic languages. Some experiences were lived with the body; others made it evident the use of technological and communicational media; and others attempted to improve the learning of listening, seeing, feeling and playing, which are still so far from the majority of courses of teaching formation. In this context, I bring into reflection some learning from the university teacher together with that of the teacher-students, who opened themselves together for living and trying games, plays, and sensitivity situations. The teacher-students brought, as a background for the reflections and experiences, aspects of their subjectivity, career, formation processes which concern the practice of their jobs and of their roles as women in society. We built didatics which made it possible to develop different ways of thinking and of communicating, the experiences with various languages, without losing the reflection about the construction of their formation processes, accepting and respecting themselves because “without acceptance and respect towards oneself it is not possible to accept and respect the other, and without accepting the other as a legitimate other in sociability, there is no social phenomenon” (MATURANA, 1998, p. 31)