Teaching the unknown to facilitate the emergence of a pedagogical event

Abstract

I have organized this article in two parts. First, I present some of the main concepts that illustrate the praxis of my teaching and researching task. These are concepts that help me build my positionality to cope with the unknown and move through the disturbances of the pedagogical relations at the University. In the second part, to illustrate how these concepts are performing in a collaborative teaching and researching process, I present a case developed with a group of undergraduate students in a course on arts-based research. Sharing and analyzing some of these disturbances help me to review my teaching positions, learning notions, assessment strategies, relationships with the students, uncertainties that emerged from the practice, and certainties that sometimes immobilize me in the teaching activities.