TEACHER'S WRITREADINGS: WHY WRITE?

This article is constituted by formative meetings woven into networks of complex conversations and actions (CARVALHO, 2009) with professors around the question: why do I write? A question that mobilized teachers - working in 4th grade public and municipal elementary school classes in Serra, Espirito Santo - to problematize and expand their concepts of writing and reading in education, provoked by artistic signs and the exercise of writing. Methodologically, it is based on cartography (DELEUZE; GUATTARI, 1995), a composite research performance that accompanies the subjectification processes. It mobilizes as data production instruments: the narratives and the teachers' writing workshops, when summoning the writing of oneself through textual production during the formative meetings. As theoretical intercessors, it uses the studies of Corazza (2012), Foucault (2008), Deleuze (2003) and Larrosa (2002). As emerging considerations, it highlights that the teachers' formative meetings wish to develop in a way that is connected to the school routine, collective policies and practices. It also indicates the multiple agencies that cross pedagogical practices and the relationship of writing and reading by teachers, which strengthens the possibility of teacher insurgence as a writer-reader of themselves and the world, as it forces one to think about education differently from what is thought.