The impossibility of teaching: witnessing body movement; for a less ordinary world in which happiness is the real deal

Abstract

The experience report, in this article, suggests the classroom as ground zero, implying that the classroom is where there is an interlaced confluence of knowledge and affect. Such combination contributes towards a livelier learning process, triggering exchanges, where ethics and positive encounters are maintained, spanning the habitual, reiterated and constant domestication of bodies and pent-up analysis, established in the practices and canonical background of the learning process.  The classroom can engage in other exchanges where more analytical understandings – and, moreover, happy – assist in the comprehension of means of understanding and of being together, whereby other strengths establish further the senses and values; including, to identify, in the portrayed disciplines/components , that the learning and understanding process in the field of psychology is made up in the play of time, of geography and of prestige, addressed from this non-naturalizing viewpoint, where invisible and legitimated covenants predominate, situating and establishing homogenized means, ready to be used/understood, both as a discipline and in the field of psychology.