Teaching the unknown to facilitate the emergence of a pedagogical event

I have organized this article into two parts. First, I present some of the main concepts that illustrate the praxis of my teaching and research. These are concepts that help me build my positionality in order to cope with the unknown and move through the disturbances of the pedagogical relations at the university. In the second part, to illustrate how these concepts are performed in a collaborative teaching and researching process, I present a case study developed with a group of undergraduate students in a course on arts-based research. Sharing and analysing some of these disturbances help me to review my teaching position, notions about learning, assessment strategies, relationship with the students, uncertainties that emerged from the practice and certainties that sometimes immobilize me in teaching activities.