The becoming of the teacher who teaches mathematics in multi-grade schools in the countryside: affects and subjectivities at play

Abstract

The trajectory followed within Rural Education is neither new nor recent, but it inaugurates a new paradigm of consciousness in the fight for public policies that guarantee rural workers some rights, such as the right to education and a living school where knowledge peasants are respected and valued. In this sense, with the present work, we seek to understand the constitution of the self and its subjectivities regarding the teaching subject that enters the territory of Rural Education. This game was very important because we observed the passes and plays that served as a kick-off for future games of new, more in-depth studies in the area of ​​mathematics in Rural Education, as some teachers demonstrate, through narrative maps, an attachment to practiced mathematics and aimed at urban schools. This is a text that converges with the studies of Deleuze and Guattari, which point to the Philosophy of Difference as surrounded by multiplicity, singularity, becoming, alterity and subjectivity. Therefore, we consider these aspects when studying the teacher. We use the concepts of becoming, rhizome, subjectivation, device, outside, vibrating body, cartography, lines of force and territories, as they are compatible with the expression of emotions based on bodily vibrations.