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This study investigated the processes of curriculum development and curriculum enactment for Portuguese as a Foreign Language (PFL) courses within the context of the Exchange Programme for Undergraduate Students (PEC-G) in Brazil. The following overarching research question guided the investigation: what shapes and informs curriculum development for the PFL courses which are offered by Brazilian public universities for PEC-G students? The following sub-questions were also addressed: (1) what are the key goals to be achieved by such PFL courses? (2) to what extent do syllabi, pedagogical materials and teaching reflect the curriculum within this context? and (3) to what extent does institutional support influence the processes of structuring and/or re-structuring these PFL courses? The research design was informed by Constructivist Grounded Theory (CGT). Nine PFL programme co-ordinators and ten teachers, representing seven of the twelve PFL programmes in Brazil, participated in in-depth semi-structured interviews. Fine-grained analysis involved inductive, deductive and abductive analysis of the interview data. The findings revealed that the examination for the Certificate of Proficiency in Brazilian Portuguese (CELPE-BRAS) - which is mainly based on Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) - had been used as the supporting, main or only guidelines for PFL curriculum development and enactment within the seven PFL courses for PEC-G students that were investigated. The present study contributes to the existing literature on PFL policy, curriculum development and pedagogy by exploring the notions of language, language use, competence and culture which have been promoted by the PFL courses for PEC-G students. Informed by Freire's conscientização and intercultural perspectives on foreign language education, this thesis recommends revisiting those notions in order to provide the PEC-G students with an education in PFL that moves beyond the preparation for the CELPE-BRAS examination. By making such recommendation, this thesis seeks to encourage the development and enactment of language-in-education policies and curriculum guidelines for PFL within the PEC-G context which promote language and culture as meaning-making processes for the advancement of cosmopolitan citizenship and of transformative social agency towards social justice.

The concept of Possibility Thinking (PT) has been investigated both conceptually and empirically for over a decade in early year settings and primary classrooms. The basic aim of this study was to investigate Cypriot primary teachers and how they nurture the PT of 9-10 year-old children by drawing on learning resources associated with museum visits. This PhD thesis had as a sample eight primary teachers with their students’ age 9-10 years and employed various data collection methods including semi-structured interviews, observations (field notes, video-recordings, still images), teachers’ reflections and the researcher’s reflective journals. This research builds on previous studies that have documented PT and the pedagogical strategies which foster it. The findings were compared with the existing literature and contribute to the field in a number of ways. Firstly, the findings offer an in-depth investigation of the PT features and argue that the features have a different range and they shape differently according to the characteristics of the observed group. Thus, the data revealed the existing PT features from the literature. Secondly, risk taking was not identified among the features. This study offers an explanation about the absence of risk-taking by proposing a new feature, giving as a result a solution to the problem of the existence of PT without the feature of risk-taking. Thirdly, the findings contribute to understanding how the teachers nurture students’ PT through alternative resources of learning like museum visits. This was achieved through the refinement of the existing pedagogies and the proposition of a new one, as well as the identification of three affordances that teachers perceive from the interactive programme in which the children participated. The study provides a starting point for further research on PT by drawing on learning resources associated with museum visits. This PhD thesis presents a model of pedagogy of PT linked with museum affordances identified from the data and ends with suggestions for further research.

Euro-Western early childhood education physical activity curriculum foregrounds practices of physical literacy, childhood obesity prevention, and normative health promotion. Arguing that these pedagogical frameworks delimit how children and educators can engage with bodies in early childhood education, this dissertation utilizes documentation from pedagogical research with children and educators to think with fat(s), muscle(s), movement, and physiological knowledges. I contend that Euro-Western physical activity pedagogies define and obscure the physiological knowledges that sustain the epistemic authority these pedagogies hold and thus curate how early childhood education research and practice can mobilize physiological knowledges. In this dissertation, I integrate feminist science studies, post-developmental pedagogies, and post-qualitative education research to argue that early childhood education can generatively engage (with) physiological knowledges while attending to how fat(s), muscle(s), and movement matter amid intentional and situated pedagogical practices. Drawing upon a pedagogical inquiry project focused on movement with preschool and toddler-aged children and educators, this dissertation details how fat(s), muscle(s), movement, and physiological knowledges were encountered, foregrounded, questioned, and complexified in one child care center in Canada. Throughout the four articles that comprise this project, I position Physiological Sciences as a settler colonial epistemological structure that is highly consequential for early childhood education. I argue that because I am a white settler trained in the conventions of Physiological Sciences, I am complicit in this knowledge system and must work to unsettle the epistemic authority Physiology exerts in education. The articles present four interventions that aim to confront predominant Euro-Western practices for thinking with Physiology in early childhood education research and pedagogy. In the first article, I situate my project within post-qualitative education research, asserting that post-qualitative research can mobilize physiological knowledges with non-essentialist, answerable methodological practices. The second article elaborates two pedagogical propositions aimed at taking physiological knowledges to account with post-developmental early childhood education pedagogies. I focus on how muscle(s) mattered in our pedagogical inquiry with children and educators in Article 3 and outline ‘muscling’ as the ongoing work of thinking muscles with pedagogies. Finally, in Article 4 I explore how thinking with post-developmental fat(s) might reconfigure existing educational entanglements with fat(s) through tentative, risky, uncertain, and situated pedagogical practices of making and relating with fat(s). Together, the four articles contribute to ongoing conversations in early childhood education concerned with how pedagogies might complexify predominant Euro-Western scientific knowledge systems, take seriously the materialities of flesh, and generate alternatives to neoliberal health and fitness-oriented programming in early childhood education in Canada. / Graduate

The failure to staff the nation’s classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these lowincome schools are not retaining sufficient numbers of the teachers they do recruit. A teacher’s performance has a tremendous impact on a child’s learning and academic journey. Teacher preparation programs need to increase effectiveness by preparing teachers who perform at a proficient level or higher from the first day they step foot in the classroom. Preservice teachers must have an understanding of how to teach effectively through the use of pedagogical knowledge and culture. Universities can assist prospective teachers to simultaneously learn content and pedagogy through training. The revolving door of teachers leaving impoverished communities must stop. Students are not in warrant of substitute teachers, unqualified or uncertified novice teachers year after year. Teacher preparation programs have a vital role in shaping initial levels of teacher commitment. One way to build this bridge between preparation of teachers for urban or diverse settings is to consider new options for teacher preparation. While teacher preparation programs can offer theories and pedagogies of practice, the use of a virtual reality (VR) environment permits teacher preparation to provide preservice teachers with varied experiences in order to prepare them for a high-need urban setting. This fully immersive environment could allow preservice teachers to create an environment that best supports the needs of their learners, iii strengthening knowledge gained in coursework to examination in the field. A traditional teacher preparation program cannot offer this understanding of pedagogy in a consistent and constant format. It is the obligation of schools and colleges of education to improve teacher education programs. Universities need to prepare culturally responsive educators who can effectively perform in the urban classroom. The purpose of this study was to examine the impact a simulated learning environment had on preservice teachers’ classroom performances as measured by onsite and virtual observations. Pedagogies of practice are described through categories of personal connections, life experiences, engagement and assessment of prior knowledge as demonstrated in reflective writing of preservice teachers who participated in a simulated learning environment versus those who did not. The researcher proposed the use of a VR to provide an expanded view to preservice teacher preparation within a simulated classroom. It was hypothesized this scaffolding of learning beyond typical textbook learning would deepen the knowledge of the preservice teacher, leading to effective performance within a high-need urban setting. A mixed-methods approach of the embedded experimental design was used for collection of both qualitative and quantitative data. The Chi-square Test of Independence, supported by Fisher’s Exact Test and Cramer’s V used to analyze data measured on a nominal scale for the experimental group and control groups. Data analysis showed a significant difference in teacher indicators in three of the four observations. Specifically the preservice teachers (experimental group) who participated in the simulated learning environment related and integrated the subject matter with other disciplines and life experiences and reviewed previous class material before instruction more often than the control group. Key words in context (KWIC), word count and iv content analysis were used to identify themes through language as demonstrated in the reflective writing. Underlying patterns were used to form relationships between performance in the urban classroom after participation in a simulated learning environment, followed by reflective writing in the categories of personal connections, life experiences, engagement and assessment of prior knowledge. The preservice teachers in both the experimental and control groups exhibited many of the teacher behaviors needed in a high-need urban setting through their reflective writing. However, the intervention of TeachLivE™ continued to be an outlier, which not only strengthened the preservice teachers’ reflections but performance in the classroom. The simulated learning environment offered the preservice teachers in the experimental group a medium to learn through doing. Exposure to the tools and methods in TeachLivE™, followed by reflective writing, provided opportunities to improve pedagogies of practice, impacting preservice teacher’s performances in the urban setting. Future research recommendations based on continued observations to gather further data of the study, improvement of performance over time, and an expanded observational group are presented. Academic achievement of the students in the participant’s classrooms who took part in TeachLivE™ in order to analyze whether the variable of TeachLivE™ impacted preservice teacher performance in the urban classroom could be measured. Finally, faculty mentors at the university could design professional development opportunities for novice teachers in TeachLivE™, assisting in coaching and self-reflection of lessons taught, working towards understanding of content and pedagogy. Reflection afterward would be collaborative between novice teachers and faculty mentors based on observations. Scaffolding novice teachers learning while in a simulated environment can be motivating and effective in learning gains.

Como distintas pedagogias entram em funcionamento nos espaços-tempos noturnos da metrópole? Para responder tal questão, o objetivo principal desta tese consistiu em dar visibilidade às pedagogias que se configuram e operam na noite da cidade de Porto Alegre, RS, Brasil. Para tanto, a pesquisa tratou de investigar como determinados lugares públicos noturnos proporcionam condições que ensejam experiências de aprendizagem implicadas com o que denomino pedagogias da noite. Posicionada no campo dos Estudos Culturais em Educação e partindo de pressupostos teóricos acerca das transformações culturais destacadas por S. Hall, T. Eagleton, Z. Bauman e R. Williams, a pesquisa se insere nas discussões levantadas por autores como H. Giroux, S. Steinberg, E. Ellsworth, M. V. Costa. V. C. Camozzato e P. D. Andrade em torno da pluralização do conceito de pedagogia e de seus espaços de atuação. O primeiro movimento da pesquisa procurou mapear representações da noite no campo das Artes, bem como nas produções das Ciências Humanas e Sociais em que o tema tem sido objeto de estudo. Tal levantamento evidenciou diferentes olhares, tanto para a formação de imaginários noturnos quanto para a diversidade de experiências vividas na noite, sugerindo distintos modos de condução em seus espaços-tempos. O segundo movimento consistiu nas saídas de campo em que o pesquisador-flâneur traçou rotas noturnas na região central de Porto Alegre. Os lugares noturnos selecionados foram três viadutos, duas ruas de um bairro boêmio e um grande parque da cidade. A pesquisa fez uso de uma metodologia de investigação híbrida, utilizando procedimentos inspirados na “etnografia pós-moderna” praticada por S. Gottshalk, na técnica da “observação casual” descrita por Lorite García e na “metodologia polifônica” adotada por M. Canevacci. O corpus de análise foi composto a partir das observações e registros das práticas sociais noturnas e dos relatos de sujeitos abordados nos lugares investigados. Viver na solidão, apegar-se aos pertences pessoais e protegê-los, assim como a desconfiança, resultam de aprendizagens daqueles que habitam nos viadutos à noite. Nas ruas boêmias, a adoção de formas estéticas, os encontros e a busca de relacionamentos afetivos são comportamentos aprendidos nas pedagogias da noite. Aprender a conhecer as intenções do outro pelo uso de “táticas” e “habilidades” realçaram-se como experiências no convívio laboral noturno. Comum a todos os lugares e relatos, evidenciaram-se experiências em que o medo e a insegurança promovem aprendizagens para a proteção na vida urbana noturna. Autores como R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa e D. W. Winnicott embasaram as discussões analíticas. A relação do “eu” com o outro e com o lugar foi identificada como linha mestra das experiências de aprendizagem desenvolvidas por meio das condições exteriores e de como são interiorizadas pelos sujeitos. Intrínsecos aos modos de viver e aprender, esses movimentos de “exteriorização” e “interiorização” permitiram visualizar como as pedagogias se configuram e operam na noite. Funcionando como movimentos de articulação, as pedagogias da noite ensejam experiências em que os sujeitos aprendem tanto a conduzir quanto a conduzir-se e serem conduzidos nas situações e condições que determinados lugares noturnos da metrópole proporcionam. / How different pedagogies work in the metropolis nocturnal time space? In order to answer this question, the main objective of this thesis consists of give visibility to the pedagogies that are configured and operate in the night of Porto Alegre city, RS, Brazil. Therefore, the research sought to investigate how certain nocturnal public places provide conditions that entice learning experiences implied with what I call pedagogies of the night. Inscribed in the field of Cultural Studies in Education and based on theoretical assumptions about the cultural transformations highlighted by S. Hall, T. Eagleton, Z. Bauman and R. Williams, the research is inserted in the discussions raised by authors such as H. Giroux, S Steinberg, E. Ellsworth, MV Costa. V. C. Camozzato and P. D. Andrade around the pluralization of pedagogy concept and its spaces of acting. The first research movement pursued to map the representations of the night in the Arts field, as well as in the productions of Social and Human Sciences in which the subject has been object of study. This collection evidenced the different views, both for the nocturnal imaginaries formation and for the diversity of experiences lived at night, suggesting different modes of conduction in their time-spaces. The second movement consisted of field outing in which the researcher-flâneur traced nocturnal routes in the central region of Porto Alegre. The selected night spots were three viaducts, two streets of a bohemian neighborhood and a large city park. The research used a hybrid research methodology, utilizing procedures inspired by the "postmodern ethnography" practiced by S. Gottschalk, by the "casual observation" technique described by Lorite García and by "polyphonic methodology" adopted by M. Canevacci (2005). The corpus of analysis was composed from the observations and records of the nocturnal social practices and the subject’s reports approached in the investigated places. Living in solitude, clinging to personal belongings and protecting them, as well as the distrust, result as learnings of those who inhabit viaducts at night. In the bohemian streets, the adoption of aesthetic forms, the encounters and the search for affective relationships are behaviors learned in the pedagogies of the night. Learning to know each other's intentions through the use of "tactics" and "abilities" have been emphasized as experiences in the life at night. Common to all places and reports, there have been experiences in which fear and insecurity promote learning for protection in the urban night life. Authors like R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa and D. W. Winnicott supported the analytical discussions. The relation of the "self" to the other and with the place was identified as the main line of learning experiences developed through external conditions and how they are internalized by the subjects. Intrinsic to the ways of living and learning, these movements of "exteriorization" and "interiorization" allowed to visualize how the pedagogies are configured and operate at night. Functioning as articulation movements, the pedagogies of the night provide experiences in which the subjects learn to drive and conduct themselves as well as to be conducted in the situations and conditions that certain metropolis nocturnal places provide.

Como distintas pedagogias entram em funcionamento nos espaços-tempos noturnos da metrópole? Para responder tal questão, o objetivo principal desta tese consistiu em dar visibilidade às pedagogias que se configuram e operam na noite da cidade de Porto Alegre, RS, Brasil. Para tanto, a pesquisa tratou de investigar como determinados lugares públicos noturnos proporcionam condições que ensejam experiências de aprendizagem implicadas com o que denomino pedagogias da noite. Posicionada no campo dos Estudos Culturais em Educação e partindo de pressupostos teóricos acerca das transformações culturais destacadas por S. Hall, T. Eagleton, Z. Bauman e R. Williams, a pesquisa se insere nas discussões levantadas por autores como H. Giroux, S. Steinberg, E. Ellsworth, M. V. Costa. V. C. Camozzato e P. D. Andrade em torno da pluralização do conceito de pedagogia e de seus espaços de atuação. O primeiro movimento da pesquisa procurou mapear representações da noite no campo das Artes, bem como nas produções das Ciências Humanas e Sociais em que o tema tem sido objeto de estudo. Tal levantamento evidenciou diferentes olhares, tanto para a formação de imaginários noturnos quanto para a diversidade de experiências vividas na noite, sugerindo distintos modos de condução em seus espaços-tempos. O segundo movimento consistiu nas saídas de campo em que o pesquisador-flâneur traçou rotas noturnas na região central de Porto Alegre. Os lugares noturnos selecionados foram três viadutos, duas ruas de um bairro boêmio e um grande parque da cidade. A pesquisa fez uso de uma metodologia de investigação híbrida, utilizando procedimentos inspirados na “etnografia pós-moderna” praticada por S. Gottshalk, na técnica da “observação casual” descrita por Lorite García e na “metodologia polifônica” adotada por M. Canevacci. O corpus de análise foi composto a partir das observações e registros das práticas sociais noturnas e dos relatos de sujeitos abordados nos lugares investigados. Viver na solidão, apegar-se aos pertences pessoais e protegê-los, assim como a desconfiança, resultam de aprendizagens daqueles que habitam nos viadutos à noite. Nas ruas boêmias, a adoção de formas estéticas, os encontros e a busca de relacionamentos afetivos são comportamentos aprendidos nas pedagogias da noite. Aprender a conhecer as intenções do outro pelo uso de “táticas” e “habilidades” realçaram-se como experiências no convívio laboral noturno. Comum a todos os lugares e relatos, evidenciaram-se experiências em que o medo e a insegurança promovem aprendizagens para a proteção na vida urbana noturna. Autores como R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa e D. W. Winnicott embasaram as discussões analíticas. A relação do “eu” com o outro e com o lugar foi identificada como linha mestra das experiências de aprendizagem desenvolvidas por meio das condições exteriores e de como são interiorizadas pelos sujeitos. Intrínsecos aos modos de viver e aprender, esses movimentos de “exteriorização” e “interiorização” permitiram visualizar como as pedagogias se configuram e operam na noite. Funcionando como movimentos de articulação, as pedagogias da noite ensejam experiências em que os sujeitos aprendem tanto a conduzir quanto a conduzir-se e serem conduzidos nas situações e condições que determinados lugares noturnos da metrópole proporcionam. / How different pedagogies work in the metropolis nocturnal time space? In order to answer this question, the main objective of this thesis consists of give visibility to the pedagogies that are configured and operate in the night of Porto Alegre city, RS, Brazil. Therefore, the research sought to investigate how certain nocturnal public places provide conditions that entice learning experiences implied with what I call pedagogies of the night. Inscribed in the field of Cultural Studies in Education and based on theoretical assumptions about the cultural transformations highlighted by S. Hall, T. Eagleton, Z. Bauman and R. Williams, the research is inserted in the discussions raised by authors such as H. Giroux, S Steinberg, E. Ellsworth, MV Costa. V. C. Camozzato and P. D. Andrade around the pluralization of pedagogy concept and its spaces of acting. The first research movement pursued to map the representations of the night in the Arts field, as well as in the productions of Social and Human Sciences in which the subject has been object of study. This collection evidenced the different views, both for the nocturnal imaginaries formation and for the diversity of experiences lived at night, suggesting different modes of conduction in their time-spaces. The second movement consisted of field outing in which the researcher-flâneur traced nocturnal routes in the central region of Porto Alegre. The selected night spots were three viaducts, two streets of a bohemian neighborhood and a large city park. The research used a hybrid research methodology, utilizing procedures inspired by the "postmodern ethnography" practiced by S. Gottschalk, by the "casual observation" technique described by Lorite García and by "polyphonic methodology" adopted by M. Canevacci (2005). The corpus of analysis was composed from the observations and records of the nocturnal social practices and the subject’s reports approached in the investigated places. Living in solitude, clinging to personal belongings and protecting them, as well as the distrust, result as learnings of those who inhabit viaducts at night. In the bohemian streets, the adoption of aesthetic forms, the encounters and the search for affective relationships are behaviors learned in the pedagogies of the night. Learning to know each other's intentions through the use of "tactics" and "abilities" have been emphasized as experiences in the life at night. Common to all places and reports, there have been experiences in which fear and insecurity promote learning for protection in the urban night life. Authors like R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa and D. W. Winnicott supported the analytical discussions. The relation of the "self" to the other and with the place was identified as the main line of learning experiences developed through external conditions and how they are internalized by the subjects. Intrinsic to the ways of living and learning, these movements of "exteriorization" and "interiorization" allowed to visualize how the pedagogies are configured and operate at night. Functioning as articulation movements, the pedagogies of the night provide experiences in which the subjects learn to drive and conduct themselves as well as to be conducted in the situations and conditions that certain metropolis nocturnal places provide.

Como distintas pedagogias entram em funcionamento nos espaços-tempos noturnos da metrópole? Para responder tal questão, o objetivo principal desta tese consistiu em dar visibilidade às pedagogias que se configuram e operam na noite da cidade de Porto Alegre, RS, Brasil. Para tanto, a pesquisa tratou de investigar como determinados lugares públicos noturnos proporcionam condições que ensejam experiências de aprendizagem implicadas com o que denomino pedagogias da noite. Posicionada no campo dos Estudos Culturais em Educação e partindo de pressupostos teóricos acerca das transformações culturais destacadas por S. Hall, T. Eagleton, Z. Bauman e R. Williams, a pesquisa se insere nas discussões levantadas por autores como H. Giroux, S. Steinberg, E. Ellsworth, M. V. Costa. V. C. Camozzato e P. D. Andrade em torno da pluralização do conceito de pedagogia e de seus espaços de atuação. O primeiro movimento da pesquisa procurou mapear representações da noite no campo das Artes, bem como nas produções das Ciências Humanas e Sociais em que o tema tem sido objeto de estudo. Tal levantamento evidenciou diferentes olhares, tanto para a formação de imaginários noturnos quanto para a diversidade de experiências vividas na noite, sugerindo distintos modos de condução em seus espaços-tempos. O segundo movimento consistiu nas saídas de campo em que o pesquisador-flâneur traçou rotas noturnas na região central de Porto Alegre. Os lugares noturnos selecionados foram três viadutos, duas ruas de um bairro boêmio e um grande parque da cidade. A pesquisa fez uso de uma metodologia de investigação híbrida, utilizando procedimentos inspirados na “etnografia pós-moderna” praticada por S. Gottshalk, na técnica da “observação casual” descrita por Lorite García e na “metodologia polifônica” adotada por M. Canevacci. O corpus de análise foi composto a partir das observações e registros das práticas sociais noturnas e dos relatos de sujeitos abordados nos lugares investigados. Viver na solidão, apegar-se aos pertences pessoais e protegê-los, assim como a desconfiança, resultam de aprendizagens daqueles que habitam nos viadutos à noite. Nas ruas boêmias, a adoção de formas estéticas, os encontros e a busca de relacionamentos afetivos são comportamentos aprendidos nas pedagogias da noite. Aprender a conhecer as intenções do outro pelo uso de “táticas” e “habilidades” realçaram-se como experiências no convívio laboral noturno. Comum a todos os lugares e relatos, evidenciaram-se experiências em que o medo e a insegurança promovem aprendizagens para a proteção na vida urbana noturna. Autores como R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa e D. W. Winnicott embasaram as discussões analíticas. A relação do “eu” com o outro e com o lugar foi identificada como linha mestra das experiências de aprendizagem desenvolvidas por meio das condições exteriores e de como são interiorizadas pelos sujeitos. Intrínsecos aos modos de viver e aprender, esses movimentos de “exteriorização” e “interiorização” permitiram visualizar como as pedagogias se configuram e operam na noite. Funcionando como movimentos de articulação, as pedagogias da noite ensejam experiências em que os sujeitos aprendem tanto a conduzir quanto a conduzir-se e serem conduzidos nas situações e condições que determinados lugares noturnos da metrópole proporcionam. / How different pedagogies work in the metropolis nocturnal time space? In order to answer this question, the main objective of this thesis consists of give visibility to the pedagogies that are configured and operate in the night of Porto Alegre city, RS, Brazil. Therefore, the research sought to investigate how certain nocturnal public places provide conditions that entice learning experiences implied with what I call pedagogies of the night. Inscribed in the field of Cultural Studies in Education and based on theoretical assumptions about the cultural transformations highlighted by S. Hall, T. Eagleton, Z. Bauman and R. Williams, the research is inserted in the discussions raised by authors such as H. Giroux, S Steinberg, E. Ellsworth, MV Costa. V. C. Camozzato and P. D. Andrade around the pluralization of pedagogy concept and its spaces of acting. The first research movement pursued to map the representations of the night in the Arts field, as well as in the productions of Social and Human Sciences in which the subject has been object of study. This collection evidenced the different views, both for the nocturnal imaginaries formation and for the diversity of experiences lived at night, suggesting different modes of conduction in their time-spaces. The second movement consisted of field outing in which the researcher-flâneur traced nocturnal routes in the central region of Porto Alegre. The selected night spots were three viaducts, two streets of a bohemian neighborhood and a large city park. The research used a hybrid research methodology, utilizing procedures inspired by the "postmodern ethnography" practiced by S. Gottschalk, by the "casual observation" technique described by Lorite García and by "polyphonic methodology" adopted by M. Canevacci (2005). The corpus of analysis was composed from the observations and records of the nocturnal social practices and the subject’s reports approached in the investigated places. Living in solitude, clinging to personal belongings and protecting them, as well as the distrust, result as learnings of those who inhabit viaducts at night. In the bohemian streets, the adoption of aesthetic forms, the encounters and the search for affective relationships are behaviors learned in the pedagogies of the night. Learning to know each other's intentions through the use of "tactics" and "abilities" have been emphasized as experiences in the life at night. Common to all places and reports, there have been experiences in which fear and insecurity promote learning for protection in the urban night life. Authors like R. Sennett, M. Canevacci, M. Maffesoli, Yi Fu-Tuan, M. Certeau, J. Larrosa and D. W. Winnicott supported the analytical discussions. The relation of the "self" to the other and with the place was identified as the main line of learning experiences developed through external conditions and how they are internalized by the subjects. Intrinsic to the ways of living and learning, these movements of "exteriorization" and "interiorization" allowed to visualize how the pedagogies are configured and operate at night. Functioning as articulation movements, the pedagogies of the night provide experiences in which the subjects learn to drive and conduct themselves as well as to be conducted in the situations and conditions that certain metropolis nocturnal places provide.

In this study I aim to contribute to the field of feminist corpomaterial intersectional pedagogies, which I understand as a part of the broader field of feminist postconstructionist pedagogies. Against the background of feminist postconstructionism I wish to overcome binary understandings of for example discourse/materiality, theory/practice, male/female and mind/body in pedagogies. To follow this through I have analysed how affects and emotions are present in a classroom by studying the possibility of taking a starting point in the body while rethinking the anti-oppressive and norm critical pedagogical idea of the self-reflective teacher. In order to challenge the idea of the teacher as a neutral, universal and rational knowledge producer, I have in this study analysed how one can affectively and emotionally situate teacher-bodies and participant-bodies in a classroom.   The analysis was carried out on the basis of empirical material collected at a workshop on corporeality and norm critical pedagogy organised in a teacher-training program at a Swedish university. The workshop was conducted as intra-active-research and the material consists of my field diary, eight written interviews, one oral interview and my experiences from leading the workshop. I argue in this study that teacher-bodies affectively and emotionally could be situated as both following a corporeal schema, an expected plan for how a teacher-body should act and move, and also as stepping away from and disrupting this schema. Further on I argue that teacher-bodies could be situated as memory banks and as working from memory. I stress how important it is in pedagogic situations to be aware of the ways in which bodies in a room affect and are affected by each other, in other words; how bodies “do not end at the skin”. This affective and emotional situatedness shows how it is possible to overcome the idea of teachers and students as bodily neutral. I also argue that it might be important to integrate workshops on corporealities in teacher training. This could be one possible way to start to think on one’s affectively and emotionally situatedness as teacher, something I claim as required if one aspires for a feminist intersectional corpomaterial pedagogy.

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