Teachings in crystalline narrations, traversing as subjects of knowledge: man, nature and technology

ABSTRACT This text aims to highlight teaching in crystalline and fable narratives connecting men, nature, technology as subjects of knowledge. Thus, it addresses the movement thought conversation networks produced in-service education processes with Elementary Middle School teachers a municipal public system. It presents problematic field dedicated understanding which movements are made from established networks. To produce data, we used participant observation diary records that emerged conversations characters-schools (teachers), configured images-narratives research crystal-image fable-image. During study, central question assumes two interconnected dimensions. On one hand, relationship between fable-image enhances teachers’ thinking. other relationships man, understood In their narratives, school characters visualize possibilities contribute life and/or constitution non-Anthropocene worlds, where knowledge nature technology.