Ears in transit: urban interventions in teacher’s learning processes

Abstract

The project called “Ears in transit” explored immersive experiences in city spaces, trusting on displacements, collectivity and listening as tools to discuss teacher’s learning processes along with the heterogeneous accents, bodies and knowledges that inhabit the city. After visits destined to contact and to map, conversations and interviews were held with residents and commerce workers, along with propositions of participatory urban artistic interventions. Such interventions were related to subjectivities, memories and social themes that were raised from encounters with urban flows, causing formative contents to emerge from the experiences with the city’s residents. Part of the process was the production of fanzines and affective diaries through which we discussed collaborative forms of seeing, hearing, researching and producing, all of them constituting a knowledge field for a teaching that is open to the contingencies of the inhabited contexts. From the child to the elderly, from the stallholder to the trader, from the homeless to the condominium dweller, the ears of the teachers in formation transited through multiple forms of knowledge that make the teacher’s learning a journey that is constant and permeated by the unexpected.