Cartographic movements: acts of creative insubordination emerging in teachers’ work

Abstract

This work follows the production of the subjectivity of a Mathematics teacher who challenges herself to assume the position of cartographer when looking at her teaching practice and interweaving it the perception of 40 students of the 6th grade of Elementary School in relation to the Mathematics class. The flow of living in search of the construction of a specific reality that answers the question: ‘how do pedagogical propositions as a constituent part of the machinery of living, enable students to build understandings about the mathematics class as a space for collective living?’ was unable to answer this question. However, by making cartographic movements to accompany this production, multiple acts of Creative Insubordination emerged. Thus, it was possible to conclude that Creative Insubordination tends to be an educational movement capable of transforming the understanding about the educational process. This is because it is believed that conscious subversive actions that take place in the midst of experience transform teaching into a way to make teachers aware of the school community to which they are inserted and make school spaces humanized environments.