So, teacher, what is a mote?

Abstract

This paper was born from a question, by some female student, in the Londrina/PR Integrative Community Therapy’s (TCI) Formative Pole, class 2005: “so, teacher, what is a mote?” Since then the TCI work allows us to build and amplify collectively the answer to this question, that returns with new protagonists. This way we augment concepts and get better at building motes. Working with TCI one wants to support and set free processes of thinking in the community, through steps. We’ll cite every one of them and will linger a bit more at the importance of motes. The symbolic motes showed in this paper were elaborated from the themes the community brought us out. The goals are: present the TCI; answer to the student’s question; deepen the concept of mote and highlight its importance in the step of problematization. The motes were taken out from Londrina’s Autarchy of Health, from community therapists jottings that were brought in to the monthly intervision since 2003, and from the group field supervisions. The 175 most used motes in 2003-2011 were identified. This sythesis easied the therapists-to-be’ comprehension of what is to build a mote, as well as augmented the possibilities of the communal reflexive thinking turned to the manifold themes which rise up spontaneously in TCI circles.