ABSTRACT
The present writing was born in an irradiation from experiences with three real children - Lara, Luiz, and Tomás - and the inspiration of a fictional child. We started with two questions of children about the tension that crosses the inside and outside of thinking, seeking to break barriers between a thinking subject and a surrounding world. We owe this break to Jose Gil (2009), to his becoming-child of thinking, which brings a becoming-animal and a becoming-question of writing. We thus start from the inspiration brought by the fictionalized boy in a short story by Mia Couto (2021), who experiences listening as divergence and difference and challenges adult-centric forms of exclusion and repression. We then listen to the questions of two children, posing us the challenge of equating an inside and an outside of thinking. We move on to an experience of encountering the outside as distance without measure, which dismantles the division between an individuality and its surroundings. We end as we began - between the voices that are heard and the words that are said - finding in the affectivity of the child’s body an opening to the irradiation of the intensities of the world. It maybe, who knows, a perspective to (re)think about teacher education and, in particular, the place of listening in it. The exercise is a teaching invitation to the teachers to listen to expressions of a childlike philosophizing that set in motion the other side of thought as its most intimate power.
Keywords:
Childhood; Teacher Training; Listening; Childlike Philosophizing