Desvio-escrita-pensamento para traçar possíveis na educação e na pesquisa

• Autor(a) principal: Santos, Cláudia Aparecida dos
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/23162
• topic: Educação; Arte; Pesquisa; Desvio-escrita-pensamento; Education; Art; Research; Deviation-writing-thought; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research, deviating itself ‘around’ education, art and philosophy spaces, makes up an erratic outline that is a little freer in writing and in thinking, in which one can move from the joy of the new step to be taken and not from the path topographic apprehension. Positions assumed throughout the study produce a provisional organization form that draw, or may draw, attempts of escaping linearity and naturalization of the conceiving thought. For such reason, it grants writing a character of (re)existence upon the models surrounding it. The idea resides on the escaping strength as a necessary condition to read/write/search and think by choosing the deviation power to form a deviating-research with it. The problem-issue tests the following question: what future paths can a deviation-writing-thought shoot in education and research? As the theoretical scope, philosophies of difference are welcomed as a possibility of conversation between images, readings and writings, and Deleuze (2006a), Deleuze and Guattari (2012a, 2012b) and Deligny (2015, 2018) are the most present authors. The ‘deviation-writing-thought’ is forged as a research methodology operating in the text, transforming the ways how it is created and organized. The ‘deviation-writing-thought’ triad forms, therefore, a gear that moves research by hatching arrangements, which as a result leave what seems to be at a certain moment the lack of existence possibility. The diffuse lines arising from it spark other possibilities, and research takes place.