Abstract
Considering contemporary debate on the ontological turn, this article seeks to discuss possible implications of its assumptions to understand Sociology teaching practices in school. Education and teaching are conceived by detaching from epistemological debate (how to know) and approaching to that of ontology (how reality is produced), as a way to open a field of attention to the materiality of knowledge practices. This perspective is explored having as a triggering the fieldnote of a pedagogical planning situation observed during an ethnographic research carried out in Porto Alegre, Rio Grande do Sul, Brazil. As the controversies contained in the narrative unfold, they show the limitations of representational language to describe Sociology teaching in high school. Therefore, one might wonder: what kind of teaching would be possible when we assume that there is no world - nor Sociology - ready before everyday practices? Thus, as the article explores the tracks indicated in the fieldnote itself, it leads to the idea of “starting from the middle of making” as a proposition of inversion and transmutation of the elements involved in pedagogical intervention in school. Hence, teaching practice is conceived less in normative and finalistic terms, but more in the idea of openness to recalcitrances and cultivation of attention to processes and paths.
Sociology teaching; Ontological Turn; Teaching Practice; Ethnography; Anthropology of Education