O que pode uma educação financeira entredisciplinar: experimentações da artistagem docente com projetos em uma escola da periferia de Manaus

Abstract

Research, in its unpredictability, its event, and its methodosophy, led us to the following problematization: What can a workshop-course on the creation and production of intersubjective financial education projects in a virtual environment do in opening up experimentation with Science and Mathematics teachers in a public school on the outskirts of Manaus? This dissertation maps the potentialities of a workshop-course on the creation and production of financial education projects in a virtual environment, exploring its capacity to foster experimentation with Science and Mathematics teachers in a public school on the outskirts of Manaus. Guided by a methodosophy inspired by the philosophy of difference and the cartography of Gilles Deleuze and Félix Guattari, the research adopted a cartographic plan that valued becomings, the immanent plane, and the singular expressions of the research. Conducted at Liceu Carnot school, in the eastern zone of Manaus, the investigation faced internet access limitations, which led to the (re)invention of the project originally conceived as a digital curation in financial education. This adversity gave rise to a line of composition that (re)created the workshop-course based on the concept of artistagem docente, from Sandra Corazza, exploring continuing education and inventions with the teacher-learners within financial education. The workshop-course meetings fostered artistagem experimentations in intersubjective financial education, resulting in the creation of project-works intertwined with the Amazonian context. These compositions emerged as ruptures to the recipe-model dictated by macropolitics, establishing intersubjective financial education as an act of resistance. More than transmitting content, the research proposes a learnancy that arises from encounters and creations, fostering singular ways of educating and living in the Amazonian context. Thus, the dissertation asserts itself as research through the event and affects, in the immanent and multiple plane of experimentation.