Denaturalizing Teaching: A Rhizomatic Reading Based on a Biology Classroom Episode
DOI:
https://doi.org/10.21703/rexe.v25i.3348Keywords:
teaching, teacher, rizome, agencement, biologyAbstract
This article offers a rhizomatic perspective on Biology teaching, understood as a complex, contingent, and relational practice. Drawing on the theoretical framework of Deleuze and Guattari, it challenges the conception of teaching as a linear and hierarchical practice, proposing instead an analysis that frames it as an assemblage of sociomaterial arrangements traversed by processes of territorialization, deterritorialization, and reterritorialization. In this context, we introduce the Questionnaire of Rhizomatic Perspectives on Teaching as a situated and embodied tool that enables the exploration of the implicit assumptions underlying teaching practices. This proposal seeks to deepen pedagogical reflection in both initial teacher education and ongoing professional development. Although the discussion and the instrument emerged from the analysis of Biology lessons, their theoretical and methodological foundations are transferable to other disciplines. The goal is to denaturalize teaching and open up possibilities for rethinking classroom events through their multiplicities, becomings, and affective dimensions. This theorizing exercise has allowed us to recognize that what truly matters is not always planned in advance, and that knowledge is not applied in a linear fashion, but rather reconfigured through the contingencies of classroom life. For this reason, it becomes essential to ask ourselves: why do we do what we do in that way?
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