Currículos-solidão: o vazio de uma educação povoada de encontros

Abstract

This thesis aims at mapping curriculum productions’ processes that have been intensified by the power of loneliness as an affirmation of a singular life, that has been crossed by becomings that force thinking in search of insubordination. As movements to create zones of intersection are produced between the Philosophy of Difference and Education, this work also intends to track theoretical-methodological-epistemological tensions between cartographic and everyday life research, in an attempt to reinforce that the power of encounters turn emptiness and silences of education into populated spaces. Loneliness, therefore, is entangled with the movements produced in schools, and consequently, intensifies processes of creation and resistance as it composes a curriculum. In order to escape from the idea of loneliness as a human weakness, this work suggests an approach that bets in a curriculum that built throughout the emptiness of encounters and thus, becomes open to the idea-force of a lonely curriculum, related to what is produced continuously whether individually or collectively, through the crossings of a creative loneliness. In an attempt to get rid of representation in a society of control, this study problematizes the discussions concerning daily lives that are crossed by lonely becomings in order to map the effects of proliferation in desert territories of education as an expansion plan. The thesis also highlights what is produced daily in the encounters that take place in public education in Guarapari/ES, including the pandemic times. Such encounters can happen anytime, anywhere and happen not only among people, but also with the inanimate, and take place between things that match or that have nothing to do with each other. A double capture, double theft, that includes both affecting and being affected. In short, this thesis believes that multiple relationships in different space-times can be possible escapes for emerging movements in a curriculum in (dis)continuities and seeks to map movements and tensions of political-practices as the power of everyday inventions, that is, events that bring meanings, colors and lives to education in a society of control.