Formative movements between narrative and images: the experience of a teacher in the exercise of seeing and not seeing

Abstract

This article is about an essayistic experience from the encounter with blind people while working as a teacher at the Benjamin Constant Institute. Therefore, I place myself as a thinking practitioner to narrate the formative movements experienced by me in these spaces-times which I participate of. Moved by the effects produced in these movements between teaching and learning, resulting from relations with blind people in the IBC, I allow myself to think about the knowledge produced in everyday life, in the use of images and technology in school. I consider the experience, according to Larrosa (2002), as that which passes us, crosses, moves and transforms us; and, to record them in this work, I use not only the written narrative, but also images that enable me to think concepts that arise from my concerns about the relations between the research subjects and how the knowledge of daily life acts as a constitutive part of my formative process. Beginning with an introduction that I call "Initial Movements," I move towards the development that I divide into "Movements (of) formation or (trans)formation?", "Movements of seeing and not seeing: a matter of looking.", Movements of/in practice", and lastly I present as final considerations, far from ending, "Movements of (trans)formation”.