Dwelling in the Borderlands: Reflexivities of an Arts Teacher in Preschool
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Abstract
This narrative essay reflects on the experience of being an arts teacher in preschool through an exercise of reflexivity that articulates the personal with the social, educational, and political dimensions. Drawing on the concept of the borderlands proposed by Gloria Anzaldúa and the notion of the wound as a starting point for knowledge production developed by bell hooks, it analyzes the tensions that shape teaching practice, such as the feminization of educational labor, the devaluation of art within the school system, and the institutional transformations that affect the pedagogical territory of preschool. In this context, recent educational policies that reconfigure teaching work are examined and understood as forms of displacement. Finally, from the perspective of Gilles Deleuze and Félix Guattari, deterritorialization is proposed as a pedagogical possibility to question power relations within educational settings.
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