ABSTRACT
This chapter deals with my experience as a researcher about the school culture and the context of teachers’ work and how I am approaching an unknown reality that we do not usually consider in teacher professional development programs. I explore three scenes of this context: Sound space; moving space; shared space as fragments of assemblages that constitute the experience of an event, the materiality of pedagogy. From my readings on post-qualitative turn, cartography and rhizomatic inquiry, I am discovering that we can understand how teachers affect and are affected by these learning spaces and how these spaces produce capacities for the bodies to develop the assemblage itself. Just as I, as a researcher, became entangled with these shared environments. I share some approaches that allow me to understand the learning environment through an ethnographic and rhizomatic perspective where teachers and researchers become active participants in the ‘pedagogical becoming’.
