In-service Teacher Training from the Chaotic Place of Not-Knowing

Abstract

This essay discusses the postmodern methodology of emergence presented by Professor Margaret Jean Somerville (2007; 2008), focusing on the potential uses of its premises in planning in-service teacher training for Basic Education educators. By proposing an approach that values non-linear and creative processes, the methodology of emergence advocates for the emergence and reinterpretation of knowledge through the interaction between different modes of representation and epistemological perspectives. Through intertextual bricolages, I analyze the implications of this multimodal proposal, which emphasizes the embodied process of becoming-other-for-oneself (SOMERVILLE, 2008) and advocates for a (de)colonial inservice teacher training (MIGNOLO, 2003, 2008) based on the assemblage of different forms of representing knowledge about teaching practices. In this view, knowledge is autobiographical, local, and total, embedded in a historical-social context, and, above all, seeks to become common sense (SANTOS, 2008) – intentionally embracing this chaotic place of not-knowing.