Deleuzian and guattarian educational research in Brazil: an analysis from the problematic of the perceptive modes

• Grant number: 18/14902-0
• Support Opportunities: Regular Research Grants
• Start date: July 01, 2019
• End date: June 30, 2021
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Cintya Regina Ribeiro
• Grantee: Cintya Regina Ribeiro
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The research aims to produce an analysis of the deleuzo-guattarian educational research articulated to the field of art(s), through the problematization of the perceptive modes that constitute these research practices. Specifically, the research proposal focuses and develops the problem of perception, when we analyze the modes of research in education activated by the force of indiscernibility. Theoretically, the study is based on the philosophy of the immanence of Gilles Deleuze and Felix Guattari, delimiting the discussions about perception, creation, thought and sensibility. We consider the following hypothesis: in order to deal with the force of indiscernibility in favor of creating other modes of making educational research, it would be necessary to produce another regime of thought and sensibility, to activate other systems of perception, to invent what we qualify as other perceptual modes. Methodologically, taking as a documentary archive a set of academic productions carried out by Post-Graduation Programs in Education in the last decade in Brazil (2010-2019), the study investigates the following question: in what modes the encounter of education with the field of the art (s) would impact the deleuzo-guattarian educational research, in which it refers to the invention of other perceptual modes, and considering the forces of indiscernibility in action? The research contributes to the exploration and problematization of multiple creation processes, whether in terms of research methods or in terms of the educational problems produced there. For this reason, it activates an irrevocable discussion that, by bringing the political problematic of thought and sensibility from the perceptual modes, enables us to confront the own policies of sensibility and thought present in the work of research in education. (AU)