O presente trabalho tem como referência dois contextos de imposição de reformas sobre a educação básica brasileira: o primeiro decorrente da lei federal 5.692 (BRASIL, 1971) e o segundo, da Medida Provisória (MP) 746 (BRASIL, 2016), seguida da lei 13.415 (BRASIL, 2017). Ao investigar esses dois momentos, esta tese visa demonstrar a potência do trabalho de memória (BOSI, 2012) e de registro (ZABALZA, 2004; MELLO; BARBOSA; FARIA, 2017) para a discussão sobre o ensino-aprendizagem de língua francesa nas escolas do Brasil. Por meio de uma investigação sobre documentos e lembranças que apontam práticas daquela disciplina no Instituto Caetano de Campos entre 1960 e 1970, constatam-se silenciamentos (ORLANDI, 2007) de vozes docentes, bem como retrocessos políticos que ecoam permanentemente em nossos currículos. Ao longo do primeiro semestre letivo de 2018, buscamos ressignificar tal constatação, realizando uma pesquisa autoetnográfica em Escola de Ensino Fundamental onde o francês foi inserido como componente curricular. Como resultado dessa experiência de ressignificação e de conexão entre o passado e o futuro, emerge o protagonismo da documentação pedagógica (REGGIO EMILIA, 2014), para tornarem visíveis e possíveis a constituição e a resistência de corpos pedagógicos (TELLIER, CADET, 2014) que, a despeito de ciclos recessivos, ousam ensinar línguas estrangeiras, notadamente, o francês, em comunidades de aprendizagem do país. / This research has as reference two contexts of imposition of reforms on Brazilian basic education: the first resulting from the federal law 5.692 (BRASIL, 1971) and the second from the Provisional Measure 746 (BRAZIL, 2016), followed by law 13.415 (BRAZIL, 2017). In order to investigate these two moments, this thesis aims to demonstrate the power of memory work (BOSI, 2012) and registration (ZABALZA, 2004; MELLO; BARBOSA; FARIA, 2017) for the discussion on French language teaching and learning in schools of Brazil. Through a research on documents and memories that point to practices of that discipline in Instituto Caetano de Campos between 1960 and 1970, we can see the silence (ORLANDI, 2007) of teachers\' voices, as well as political setbacks that echo permanently in our curricula. During the first academic semester of 2018, we sought to re-signify this finding, performing an autoethnographic research in Elementary School where French was inserted as a curricular component. As a result of this experience of re-signification and connection between the past and the future, the protagonism of pedagogical documentation emerges (REGGIO EMILIA, 2014) to make visible and possible the constitution and resistance of pedagogical bodies (TELLIER, CADET, 2014) who, despite recessive cycles, dare to teach foreign languages, notably French, in learning communities of the country.

This essay reflects upon a group process where the goal was to use an art exhibition as a source of inspiration. The purpose of introducing art through an Exihibition was to generate associations that lead to subjects for dialogue and therefor developed a creative process amongst the group. We used the experience that came out of the visit and phrased questions regarding electrical light sources to mediate to the children. The main questioning is regarding the transformation from conformity to a more experimental approach to children’s learning. My dilemma concerns me getting caught in between two different points of view and not always knowing to whom the dilemma should be addressed, towards the staff or the organisation. My investigation concerns the role of a supervisors communications skills in relation to aesthetics as a learning process. Secondly, I reflect upon pedagogic documentation and how it can be used in the preschool practice. Through the pedagogic documentation, I can reflect upon the children’s becoming in relationship to the spatial dimensions and their relationships towards each other. My purpose of outcome was to investigate creative thinking in relationship to a group process in the preschool practice and how one can go about to introduce art as a catalysator for a creative process.