Olhares para o corpo (des)conhecido

Abstract

The relationship between the body, childhood, and educational formation remains underexplored in academic productions. This study aims to sew up relations between how reflecting on the history of our bodies can put in perspective our actions within territories and spaces, and how this relationship may contribute to processes of reconstruction within education. Grounded in qualitative research, the study adopts an (auto)biographical approach that foregrounds new possibilities for understanding relationships among subjects through a horizontal practice that values subjectivities. From a critical perspective, it examines the experiences and relations individuals carry in order to better comprehend both the social context in which we live and ourselves, fostering reflection and the creation of new educational practices. The research dialogue is informed by the notion of experience as articulated by Larrosa (2025) and Benjamin (2009; 2012), (auto)biographical narratives (Passeggi, 2010), and photographic narratives grounded in the photoethnography proposed by Achutti (2004). The study also develops and presents the concept of the “(un)known body,” drawing on contributions from Foucault (2013), Freire (2019), among others. Some considerations are made regarding patriarchy, childhoods, and the education of the teacher-researcher. In this way, the present work contributes to thinking about and creating other forms of relationship with the environment in which we live, with others, and with ourselves.