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Muitos são os dilemas no mundo da educação. Conflitos são próprios do trabalho docente, desestabilizando o ‘Ser’, comprometendo não só a prática do educador, como também a qualidade de vida do sujeito. A Tese objetiva analisar e compreender as relações que, ao movimentar o todo social, agregam a escola como espaço de embate de forças conflitivas, com implicações no 'Ser' professor-educador e nas práticas (de)formadoras dos sujeitos no processo do “educar/educar-se”. Para entender o atual contexto social, político e econômico em que os educadores estão inseridos, a fim de identificar os limites e as possibilidades ineditamente-viáveis deste 'Ser' no caminho da educação libertadora–transformadora, apresentam-se os argumentos e conclusões, frutos da coleta e análise de dados, apreendidos no processo do desenvolvimento de pesquisa qualitativa, centrado na Associação de Educação Católica/RS (AEC-RS) e nos espaços educativos onde o ‘Ser’ professor-educador faz sentido – as escolas. Com o cimento teórico Gramsci e Freire analisa-se, a relação ou correlação de forças que permeiam os agrupamentos sociais, manifestando os interesses de classe. Cada uma delas, representando uma posição determinada, confrontam-se na defesa de interesses específicos dos grupos. A consciência destes agrupamentos e os objetivos dos seus membros estão permeados por fatores políticos, culturais e econômicos que influenciam as visões de mundo defendidas por aqueles que o integram. No espaço da escola, as relações possuem o componente político-pedagógico na medida em que propicia condições de enfrentamento de ideologias. Assim, as brechas possibilitam o embate de contrários e se configuram nichos de resistências para confrontação de ideias que permeiam leituras de mundo. / Many are the dilemmas in the world of education. Conflicts are proper from the teaching work, disestablishing the “Being”, compromising not only the educator practice, but also the individual’s quality of life. The thesis aims to analyze and understand the relations which, by moving the whole social, insert school as a space of shock of conflicting forces, with implications in the educator-professor Being and in the (de) formed practices of individuals in the process of educating/educating yourself. To understand the current social, political and economical context in which the educators are inserted to identify the limits and the possibilities which are unheard and feasible from this “Being”, in the patch of the liberatingtransforming education, we present the arguments and conclusions, fruit of data collecting and analyzing, learned from the developing process of qualitative research, based on “Associação de Educação Católica/RS” (AEC-RS) and in the educational spaces where the professoreducator “Being” makes sense - the school. With the theoretical cement Gramsci and Freire, we analyze the relation or correlation of forces which permeate the social gatherings, expressing the interests of the class. Each one of them representing a determined position confronts in the defense of specific interests from the groups. The consciousness from these gatherings and the objectives of their members are permeated by political, cultural and economical factors which influence the world views defended by those who make part of it. In the school space the relations have the political-pedagogical component, as it propitiates conditions of facing the ideologies. So, the gaps make possible the shock of contraries and configure niches which permeate understanding the world.

Muitos são os dilemas no mundo da educação. Conflitos são próprios do trabalho docente, desestabilizando o ‘Ser’, comprometendo não só a prática do educador, como também a qualidade de vida do sujeito. A Tese objetiva analisar e compreender as relações que, ao movimentar o todo social, agregam a escola como espaço de embate de forças conflitivas, com implicações no 'Ser' professor-educador e nas práticas (de)formadoras dos sujeitos no processo do “educar/educar-se”. Para entender o atual contexto social, político e econômico em que os educadores estão inseridos, a fim de identificar os limites e as possibilidades ineditamente-viáveis deste 'Ser' no caminho da educação libertadora–transformadora, apresentam-se os argumentos e conclusões, frutos da coleta e análise de dados, apreendidos no processo do desenvolvimento de pesquisa qualitativa, centrado na Associação de Educação Católica/RS (AEC-RS) e nos espaços educativos onde o ‘Ser’ professor-educador faz sentido – as escolas. Com o cimento teórico Gramsci e Freire analisa-se, a relação ou correlação de forças que permeiam os agrupamentos sociais, manifestando os interesses de classe. Cada uma delas, representando uma posição determinada, confrontam-se na defesa de interesses específicos dos grupos. A consciência destes agrupamentos e os objetivos dos seus membros estão permeados por fatores políticos, culturais e econômicos que influenciam as visões de mundo defendidas por aqueles que o integram. No espaço da escola, as relações possuem o componente político-pedagógico na medida em que propicia condições de enfrentamento de ideologias. Assim, as brechas possibilitam o embate de contrários e se configuram nichos de resistências para confrontação de ideias que permeiam leituras de mundo. / Many are the dilemmas in the world of education. Conflicts are proper from the teaching work, disestablishing the “Being”, compromising not only the educator practice, but also the individual’s quality of life. The thesis aims to analyze and understand the relations which, by moving the whole social, insert school as a space of shock of conflicting forces, with implications in the educator-professor Being and in the (de) formed practices of individuals in the process of educating/educating yourself. To understand the current social, political and economical context in which the educators are inserted to identify the limits and the possibilities which are unheard and feasible from this “Being”, in the patch of the liberatingtransforming education, we present the arguments and conclusions, fruit of data collecting and analyzing, learned from the developing process of qualitative research, based on “Associação de Educação Católica/RS” (AEC-RS) and in the educational spaces where the professoreducator “Being” makes sense - the school. With the theoretical cement Gramsci and Freire, we analyze the relation or correlation of forces which permeate the social gatherings, expressing the interests of the class. Each one of them representing a determined position confronts in the defense of specific interests from the groups. The consciousness from these gatherings and the objectives of their members are permeated by political, cultural and economical factors which influence the world views defended by those who make part of it. In the school space the relations have the political-pedagogical component, as it propitiates conditions of facing the ideologies. So, the gaps make possible the shock of contraries and configure niches which permeate understanding the world.

Muitos são os dilemas no mundo da educação. Conflitos são próprios do trabalho docente, desestabilizando o ‘Ser’, comprometendo não só a prática do educador, como também a qualidade de vida do sujeito. A Tese objetiva analisar e compreender as relações que, ao movimentar o todo social, agregam a escola como espaço de embate de forças conflitivas, com implicações no 'Ser' professor-educador e nas práticas (de)formadoras dos sujeitos no processo do “educar/educar-se”. Para entender o atual contexto social, político e econômico em que os educadores estão inseridos, a fim de identificar os limites e as possibilidades ineditamente-viáveis deste 'Ser' no caminho da educação libertadora–transformadora, apresentam-se os argumentos e conclusões, frutos da coleta e análise de dados, apreendidos no processo do desenvolvimento de pesquisa qualitativa, centrado na Associação de Educação Católica/RS (AEC-RS) e nos espaços educativos onde o ‘Ser’ professor-educador faz sentido – as escolas. Com o cimento teórico Gramsci e Freire analisa-se, a relação ou correlação de forças que permeiam os agrupamentos sociais, manifestando os interesses de classe. Cada uma delas, representando uma posição determinada, confrontam-se na defesa de interesses específicos dos grupos. A consciência destes agrupamentos e os objetivos dos seus membros estão permeados por fatores políticos, culturais e econômicos que influenciam as visões de mundo defendidas por aqueles que o integram. No espaço da escola, as relações possuem o componente político-pedagógico na medida em que propicia condições de enfrentamento de ideologias. Assim, as brechas possibilitam o embate de contrários e se configuram nichos de resistências para confrontação de ideias que permeiam leituras de mundo. / Many are the dilemmas in the world of education. Conflicts are proper from the teaching work, disestablishing the “Being”, compromising not only the educator practice, but also the individual’s quality of life. The thesis aims to analyze and understand the relations which, by moving the whole social, insert school as a space of shock of conflicting forces, with implications in the educator-professor Being and in the (de) formed practices of individuals in the process of educating/educating yourself. To understand the current social, political and economical context in which the educators are inserted to identify the limits and the possibilities which are unheard and feasible from this “Being”, in the patch of the liberatingtransforming education, we present the arguments and conclusions, fruit of data collecting and analyzing, learned from the developing process of qualitative research, based on “Associação de Educação Católica/RS” (AEC-RS) and in the educational spaces where the professoreducator “Being” makes sense - the school. With the theoretical cement Gramsci and Freire, we analyze the relation or correlation of forces which permeate the social gatherings, expressing the interests of the class. Each one of them representing a determined position confronts in the defense of specific interests from the groups. The consciousness from these gatherings and the objectives of their members are permeated by political, cultural and economical factors which influence the world views defended by those who make part of it. In the school space the relations have the political-pedagogical component, as it propitiates conditions of facing the ideologies. So, the gaps make possible the shock of contraries and configure niches which permeate understanding the world.

Dans le chaos de la vie contemporaine, il faut de plus en plus apprendre à écouter ; écouter les gens, la nature, mais aussi les lieux, les espaces, leurs parois. Les murs n’ont pas que des oreilles : ils parlent. Ils parlent d’un récit in-ouïe de l’humanité, d’espaces vibrants et chuchotant. Dans le fracas de nos souvenances, il faut tendre l’oreille pour prendre conscience de notre univers, de nos espaces sonores. Ma pratique artistique a pour centre d’intérêt le son et la perception de l’espace sonore. Je crée des parcours, des méditations, des situations, des enregistrements de terrain, des témoignages et des récits qui sondent la ténuité du silence et la résonance des zones d’écoute. A l’écoute du bruit de fond et de l’écho qui remplissent les lieux, je me déplace pour tenter d’exposer la survivance des espaces sonores. Au cœur d’un monde sonore, plusieurs artistes contemporains engagent des dynamiques de renvoi de l’écoute et du corps. La survivance prend forme dans des traces, des résidus et des fossiles sonores, qui sont autant de témoignages de nos traversées que de paysages résistant a leur propre disparition. Pour entendre ces résidus sonores, pour voir la survivance des espaces sonores, je fais appel à des participants qui découvrent leur conscience auditive et performent le mouvement d’un corps-sonar, un mouvement en résonance entre le corps, l’espace et la collecte d’informations provenant du passé. Le corps‐sonar, qui entre en contact avec l’invisible, touche l’écho des espaces, révélant par le fait même notre imaginaire touché. Cette thèse raconte mon parcours dans l’univers du son, la traversée de ma pratique personnelle, de mes œuvres comme de mes récits. Elle donne également le rôle principal aux œuvres décrites et étudiées sous l’angle de la conscience auditive et de la survivance des espaces sonores. Elle traverse les créations de plusieurs artistes, de John Cage à Brandon Labelle, en passant par Pauline Oliveros et Alvin Lucier. Elle parcourt aussi la pensée de nombre de théoriciens, dont Didier Anzieu, Raymond Murray Schafer, Georges Didi-Huberman et Michel Serres. Écoutons-les, pour voir. / In the chaos of contemporary life, it is more and more necessary to learn how to listen: listening to people, to nature, but also to places, to spaces, to their walls (parois). Walls do not only have ears; they speak. They speak of an unheard (in-ouïe) about humanity, about vibrating and whispering spaces. In the clash of our remembering, it is necessary to stretch the ear in order to become conscious of our universe, or our aural spaces. My art practice focuses on sound and aural spatial awareness. I create sound journeys, meditations, situations, field recordings, testimonies and stories that explore the silence’s tenuousness and the resonance of listening areas. While listening to the background noise and the echo that fill in the places, I am moving in an attempt to expose the Surviving Aural Spaces. At the heart of a sonic world, various contemporary artists are engaged in dynamics of referencing (renvoi) to the listening and to the body. The surviving takes form in sound traces, sound residues and sound fossils, that all witness our journeys as well as landscapes resisting to their own disappearance. In order to hearing those sound residues, to seeing the surviving of aural spaces, I am making use of participants whom discover their auditory awareness and perform a sonar-body movement, a movement that resonates between the body, the space and the information collected from the past. The sonar-body contacts the invisible, touches the echo of spaces, thus revealing our touched imaginary. The present thesis relates my journey in the universe of sound, the crossing of my personal practice, of my works as well as my narratives. It also gives the leading role to the works, described and studied from the angle of auditory awareness and the surviving of aural spaces. It goes through the creation of various artists, from John Cage to Brandon Labelle, via Pauline Oliveros and Alvin Lucier. It also browses the thinking of many theorists, including Didier Anzieu, Raymond Murray Schafer, Georges Didi-Huberman and Michel Serres. Let’s listen to them, to see.