Girar a maçaneta: querela como ato pedagógico no território da sala de aula

Abstract

This text positions "quarrel" (discussion, complaint, questioning) as a fundamental pedagogical tool for teachers in the classroom. The essay "Turning the Knob: Quarreling as a Pedagogical Act in the Classroom Territory" presents a reflection on the need to support the classroom as a place of being with others, of affection, of wholeness and of conceptions that understand human complexity. In dialogue with Arendt, Lopes, Vigotski, Larrosa and Barros, the writing reminds us that education is a political act, an act of resistance. When problematizing external impositions that seek to standardize the classroom, the importance of resisting these trends and building another space-time that considers the complexity of human life is highlighted. As a territory of constant negotiation and construction of meaning, adults and children engage in a dialogical and creative process when thinking about words. The classroom becomes a refuge where imagination and new possibilities are possible, because the relationship between adults and children is understood based on experiences that make us unique. There is, therefore, the search for school spaces-times that make the classroom a place where everyone plays a leading role and lives and realizes their stories and geographies.

Keywords: quarrel, teachers, classroom, pedagogical act, children.