(Re)thinking the educational in a context of turbocapitalism: for a pedagogy of the gesture

Abstract

This text develops a reflection about the possibility of building other ways of positioning oneself and living the educational with students, drawing on a research experience with literacy teachers who shared their practices in a life-long training forum in the city of Rio de Janeiro. After some considerations about capitalism and how it permeates our ways of being, thinking, existing, etc., two scenes are presented concerning educational aspects that challenge us to understand daily experience, with its transient, small and gestural aspects, as a setting for creation and resistance to a capitalistic logic of acceleration of relationships, interactions and ways of existence, a notable feature of “turbocapitalism”. Last, a pegagogy of the gesture is proposed as an exercise of questioning the hegemonic forms of thinking and practicing education and training, underscoring the importance of the ordinary, the clandestine, the detail, the gestures, the relationships, in the construction of collective and educational spaces where every person can experiment other ways of being in the world other than those determined by the market.