ON THE POLEMICS OF LITERALITY AND LEARNING IN DELEUZE’S WORK

• Autor(a) principal: Guimarães Leão Caffagni, Lou
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/26513
• topic: Deleuze. Literalidade. Aprendizado. Personagem conceitual.; Deleuze. Literality. Learning. Conceptual character.; Deleuze. Literalidad. Aprendizaje. Personaje conceptual.

In this paper, we discuss the major debate in the Deleuzian studies of pedagogy  in Brazil. On II French-Brazilian’s Colloquium of philosophy of education, realized between 18 and 19 of November of 2004, in Rio de Janeiro’s State University, the french philosopher François Zourabichvili was invited to make a presentation that would be controversial by Tomaz Tadeu da Silva and Peter Pál Pelbart. The paper of Zourabichvili was published by the name “Deleuze and the question of literality”, in the following year, 2005. The main goal of Zourabichvili paper was to propose a Deleuzian theory of learn stake on the concept of literality. In the same year, René Schérer presented a paper about learning with Deleuze that, despite not addressing the question of literality, discussed the possibilities to learn and some parallels with literature. Later, in 2009, Luiz B. Orlandi presents a third reply in the I seminar Connections: “Deleuze e Imagem e Pensamento e….”, based in Unicamp. The texts of the colloquium based in Rio de Janeiro were published in the magazine Educação & Sociedade in the dossier “Between Deleuze and education” in 2005. The text of Orlandi was published in the book “Deleuze e Imagem e Pensamento e….”  in 2011. The discussion proves to be strategic since it brings together four philosophers of international standing and great influence in Brazil to think about a specific problem. We focuses on the conceptual characters articulate in each paper of polemics to map the relationship between concepts and pre-philosophical plan.