摘要：This paper aims to discuss learning in an inventive perspective and, based on that, relate an experience of production of problems through photographs, held in a teacher training space. The development of a different view on learning occurred at the meeting of Virgínia Kastrup’s readings on cognition. The act of learning, considering art and inventive cognition perspectives, makes cognition differ from itself, it does not submit learning to its results in a constant movement of problems invention. In this context, by using photos and personal diaries, we worked with a group of 10 students of an internship class of a college course. In this process, we created an environment that passed around problem productions, imposing strength that allowed recognitional break up and affection. What image affects us? How much is learned with images that send signs? The perplexity of being faced with those images, the not knowing how to deal with them, words that cannot fi ll the blank spaces in diaries and the uncertainties and certainties that we all carry with ourselves, we can only infer the effect of the images as a force of what they are. Keywords: learning, photography, teacher training.
