Fine-tuning silences: the potential of another school in present

Abstract

This text aims to problematize the territorialization of the neoliberal school, which increasingly enters the Brazilian scenario, generating visibility in temporal and spatial relations, not dissociable, from its school practices, intensified by a pandemic context. This inevitably and urgently implies to think of other schools that deterritorialize this neoliberal logic and enhance other ways of making life pulse, inhabit other times and spaces and constitute other school forms of life. Something contrary to neoliberal reterritorialization process that intensifies and accelerates life inequalities. It is not a matter of proposing a school model, still less, considering a school as a computer screen and teachers how the newest digital influencers, but to enhance that other arrangements pulse differently in our work at school, especially in the present. It is about tuning the silences that inhabit us, some of them strongly invisible by the dominant practices, and educating a bodily attention to realize that the disturbing stillness caused by social isolation, can teach us something. We need to slow down, we need to go more slowly, to realize that the deadly, chaotic and devastating force of a pandemic placed us to think about the values ​​of life, of school lives, but also produced inventive force generating possibilities and resistances to compose other chords vital, not yet thought and lived in our subjections. This musician-textual composition was divided into two movements: first, the problematization about the practices that result from school neoliberalism; second, the discussion about the destabilizing potentials in the school with the composition of other school rhythms.