TEACHING-EDUCATING AND PROFESSORALITY/PROFESSORSHIP: unfolding conversation in station rotation turns/DOCENCIA-FORMACAO E PROFESSORALIDADE: a conversa estendida nos giros das rotacaes por estacao/DOCENCIA-FORMACION Y TEACHERALIDAD: la conversacion extendida en las rotaciones de rotaciones por temporada

This paper pursues the production of subjectivities during the process of teaching-educating developed in Teaching and Diversity, a curricular component offered by a multiprofessional graduate program in a Bahia Public University. It aims at presenting experience as education/formation in the constitution of professorality, intertwined with diversity, as a formative ontological and epistemic principle. Conversation is the elected method, founded on Freire's dialogical presuppositions, interfacing with online education during covid 19 pandemic context. The assessment-formation dispositives proposed were: online station rotation and conversation circles registered in collective and individual journals, which have spread themselves as a rhizome via hyperlinks. The findings point to evidence of learning, creation and co authorship embodied in diverse strategies to appropriate the concepts and provocations posed, such as: creation of a co authorial metaphor, anti-art intervention, and the production of narratives In Derrida's supplement perspective. The organizative and epistemological principles as well as the didactic design allowed students and professors to immerse in hybrid environments to exercise and experiment teaching collectively. Conversation circles, also, were pointed as triggers to experiences-experiments as a way to confer new meanings to the nostalgia of traditional (face-to-face) teaching and initial resistances, such as cameras in off and low student-student and student-professors interaction. However, Self and hetero assessment emerged as a fragility since moral aspetcts (interest and effort) took the role of main parameters, and gaps in teaching-educating backgrounds were viewed as flaws and projected onto other aspects (professors, the readings, the theories etc), avoinding the assumption of corresponsability towards self and collective formative processes. Keywords: Teaching-Educating; Graduate Course; Experience; Assessment process; Conversation. Este texto rastreia a producao das subjetividades da docencia-formacao, no componente curricular Docencia e Diversidade (DD) do Programa de Pos-Graduacao multiprofissional de Universidade do Estado da Bahia (UNEB), em Educacao e Diversidade (PPGED). Tem como objetivo apresentar a experiencia como formacao na constituicao da professoralidade atravessada pela diversidade como principio onto-epistemico e formativo. Adota como metodo a conversa, sustentada nos pressupostos freireanos do dialogo na in