Curricular metamorphoses: cinema as an inventive force of other ways of learning ; Metamorfosis curriculares: el cine como fuerza inventiva de otras formas de aprendizaje ; Metamorfoses curriculares : o cinema como força inventiva de outros modos de aprenderensinar

The article aims to present some fragments of thought movements established in processes of continuing education of teachers from two public schools in the encounter with cinema-images as an inventive force for other ways of learning and teaching. It uses, as a methodological contribution, cartography to accompany the conversation networks that make affections and affections proliferate in the constitution of movements of thought in the encounter with the artistic sign of cinema. The problematic field is stated as follows: Is it possible to expand life in remote work? How to produce inventive learning-teaching movements in the midst of the pandemic? How to establish curricular metamorphoses from the encounter with cinema-images in the midst of continuing education processes? It argues that thought - from the encounter with cinema-images - can be constrained to estrangement, to the unknown, establishing processes of subjectivation and creation of worlds in which other thoughts are possible. It concludes by betting on teachers' continuing education meetings as experimentation, in which paths, times and flows are invented, shared and, because they are intensive, reverberate movements of thought that give rise to curricula, teaching, childhood, in short, life in its own right. intensity. ; El artículo tiene como objetivo presentar algunos fragmentos de movimientos de pensamiento instaurados en procesos de formación permanente de docentes de dos escuelas públicas en el encuentro con el cine-imágenes como fuerza inventiva para otras formas de aprender y enseñar. Utiliza, como aporte metodológico, la cartografía para acompañar las redes de conversación que hacen proliferar afectos y afecciones en la constitución de movimientos de pensamiento en el encuentro con el signo artístico del cine. El campo problemático se plantea de la siguiente manera: ¿Es posible ampliar la vida en el trabajo remoto? ¿Cómo producir movimientos inventivos de aprendizaje-enseñanza en medio de la pandemia? ¿Cómo establecer metamorfosis ...