Philosophy of differences, epistemological transversion and the becoming-other on education.

• Grant number: 16/05440-7
• Support Opportunities: Regular Research Grants
• Start date: July 01, 2016
• End date: October 31, 2018
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Alexandre Filordi de Carvalho
• Grantee: Alexandre Filordi de Carvalho
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil
• Associated researchers: César Donizetti Pereira Leite ; Silvio Donizetti de Oliveira Gallo

Abstract

This project focuses on the investigation of a set of issues around the differences and the constitutions of subjectivities concerning the experiences since from the thought and educational activities. Through the Philosophy of differences, seeks to question the epistemological tradition that structured and solidified a type of specific relationship of knowledge and knowledges with tqhe educational experiences, reducing their perspectives. The overall goal is the production and dissemination of knowledge aiming at dialogue of analytical-conceptual dimension to the field of Philosophy of Education, especially in providing it with intercessors to become a potential problematizing, creative and experimental of/in the educational universe. The general hypothesis guiding the research is that the production of knowledge, fraught of the study of the differences and of the constitutions of subjectivity, it can instigates the transvaluation of values, actions, speeches and homodidatics, homotopic, repetitive and normalizing perspectives presente in the education field. Thereafter, it searchs to place relations and educational experiences of compositons more open, fluid, heteromorphous, multiples and singular, allowing the emergence of spaces and events that can not stopping the becoming-other in education. In order to do that, will be studied the Philosophy of diferences whose the most significant ballast for the purpose of methodological definition, is limited to the thoughts of Deleuze, Guattari, Foucault and Nietzsche. (AU)