ABSTRACT
This text aims to highlight teaching in crystalline and fable narratives connecting men, nature, and technology as subjects of knowledge. Thus, it addresses the movement of thought in conversation networks produced in in-service education processes with Elementary and Middle School teachers of a municipal public system. It presents a problematic field dedicated to understanding which thought movements are made from the narratives established in conversation networks. To produce data, we used participant observation and field diary records of the crystalline and fable narratives that emerged in the networks of conversations with the characters-schools (teachers), which are configured as images-narratives of research as crystal-image and fable-image. During the study, the central question assumes two interconnected dimensions. On the one hand, the relationship between the crystal-image and fable-image enhances the movement of teachers’ thinking. On the other hand, the relationships between man, nature, and technology are understood as subjects of knowledge. In their narratives, the school characters visualize the possibilities of teaching to contribute to life and/or the constitution of non-Anthropocene worlds, where the subjects of knowledge are man, nature and technology.
Keywords:
Teaching; Knowledge subjects; Crystalline narratives; Conversation networks