Hand embroidery and the invention of other possible meanings for teacher training

Abstract

The text seeks to weave alternative possibilities for teacher education by taking the handmade embroidery from the city of Passira-PE as a powerful intermezzo for inventing new ways of feeling-thinking teaching. In this sense, the aim is to problematize teacher education as a collective construction, interwoven with difference, from a post-structuralist perspective that distances itself from notions of universality and uniformity. The methodological path is guided by cartography, with its rhizomatic lines and attention to formative experiences that emerge from practices and knowledges built and shared beyond official curricula and teacher education policies, focusing on the experimentation of thought and the deterritorialization of established norms. The concept of “Weave-Education” (trama-formação) is proposed as a metaphor that addresses both molar lines, which normatively structure education, and molecular lines, which emerge from inventive processes and the fissures provoked by subjects within/as part of everyday school life. These cartographic movements provided clues that reaffirm teacher education as a set of experiences and experiments that occur collectively, traversed by inventiveness and invention—vital for stitching escapes from rigid structures and opening cracks, breaches for other formative space-times, other pedagogical and curricular practices.