Educação menor e a desterritorialização do currículo
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Data
2020-11-25
Autores
Pacheco, Douglas Crivelaro
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho busca apresentar uma abordagem filosófica do currículo à luz da Educação Menor, como forma de superação da generalidade, da recognição e da representação que se manifestam de modo arborescente; e, concomitantemente a isso, busca o irrompimento da Diferença que traz consigo as singularidades, a multiplicidade e os acontecimentos, de modo a promover uma desterritorialização do currículo, subvertendo o senso comum e o bom senso em um processo de criação-educação. O currículo é pensado a partir de uma imagem dogmática do pensamento, de modo a adestrar o pensamento, destacando-se seu caráter normatizador, muito mais propenso ao ensinar e à reprodução de conteúdos, homogeneizando, assim, a experiência escolar. Posto isso, longe de pensar a essência da seleção de conteúdos de um currículo, ou um método melhor, busca-se promover uma noologia do pensamento curricular, que aponte para a possibilidade de um pensamento sem imagem, e a partir dela um modo de prover a educação. Tendo sido o pensamento um dos temas mais presentes nas obras de Gilles Deleuze, busca-se explorar alguns conceitos deleuzeanos que são relevantes para desenvolver o rompimento com o modo da representação, como, por exemplo, “nova imagem do pensamento” ou “pensamento sem imagem”, “signo”, “acontecimento” e “sentido”. Tem-se que a imagem dogmática do pensamento se vê conduzida por duas instâncias, o senso comum e o bom senso, a primeira responsável pela distribuição de conceitos e a segunda por apontar ao pensamento a direção do verdadeiro. E é por meio destas estruturas que o pensamento se submete a pensar por relações de identidade, e lança-se no campo da recognição. Isto posto, a crítica de Deleuze se dá à compreensão de que o pensamento e a verdade estão em uma ligação íntima e natural, em que se compreende que o pensar acontece quando busca a verdade. Para ele o pensamento acontece quando é violentado por um signo que força o pensamento a pensar, não mais estabelecendo relações de identidade, como são a semelhança, a analogia e a oposição, mas como um processo criativo. Este processo, por sua vez, se dá na produção de sentido, que se apresenta como quarta relação da linguagem, extrapolando as relações clássicas da designação, manifestação e significação; produzir sentido diz respeito a pôr o signo na ordem da linguagem, como forma de expressar um acontecimento. E, assim, pautados no par sentido-acontecimento, o pensamento deixa de seguir a única direção do bom senso, e lança-se no paradoxo, que afirma duas direções como possíveis. Entendendo, portanto, que o pensamento acontece quando se põe a pensar aquilo que ainda não pensa, já não é possível antecipar como alguém aprende, sendo esta antecipação uma pretensão própria do currículo. Aponta-se, por fim, algumas possibilidades para que se efetive uma Educação Menor, disposta a lidar com o paradoxo e com o devir e a traçar linhas de fuga às imposições da imagem dogmática do pensamento. Uma Educação Menor opera de modo rizomático, na produção de mapas, na valorização das singularidades que se manifestam na experiência escolar e na desterritorialização dos currículos, movendo as linhas de chegada, pois entende-se que seja mais importante o percurso, e que seja possível aprender sem ensinar. Portanto, a solução para os problemas inerentes a uma imagem dogmática pensamento que domina os currículos não se trata um outro currículo, mas um simulacro que destituído de qualquer semelhança já não reproduz um modelo idealizado.
The present work seeks to present a philosophical approach to the curriculum in the light of Minor Education, as a way of overcoming the generality, the recognition and representation that manifest themselves in an arborescent structures; and, concomitantly, the eruption of Difference, which brings with it the singularities, the multiplicity, the events, in order to promote a deterritorialization of the curriculum, subverting common sense and good sense in a process of creation-education. The curriculum is thought from a dogmatic image of thought, in order to train the thought, highlighting its normative character, much more prone to teaching and reproduction of content, thus homogenizing the school experience. Having said that, far from thinking about the essence of the selection of contents of a curriculum, or a better method, it seeks to promote a noology of curriculum, which points to the possibility of a thought without image, and from it a way of providing education. Having Gilles Deleuze's thought as one of the most present themes in his works, it seeks to explore some Deleuzean concepts that are relevant to develop the break with the mode of representation, such as, for example, "new image of thought" or "thought without image", "sign", "event" and "sense". The dogmatic image of thought has to be led by two instances, common sense and good sense, the first responsible for the distribution of concepts and the second for pointing the thought in the direction of the true one. And it is through these structures that thought submits itself to thinking through relations of identity, and launches itself into the field of recognition. This being said, Deleuze's criticism is given to the understanding that thought and truth are in an intimate and natural connection, in which one understands that thinking happens when one seeks truth. For him, thinking happens when it is violated by a sign that forces thought to think, no longer establishing relations of identity, as similarity, analogy and opposition are, but as a creative process. This process, in turn, takes place in the production of sense, which presents itself as the fourth relation of language, extrapolating the classical relations of designation, manifestation and meaning; making sense is about putting the sign in the order of language, as a way of expressing an event. And, thus, guided by the pair sense-event, the thought no longer follows the only direction of good sense, and launches itself into the paradox, which affirms two directions as possible. Understanding, therefore, that thinking happens when one begins to think what one does not yet think, it is no longer possible to anticipate how one learns, this anticipation being a proper claim of the curriculum. Finally, some possibilities are pointed out for a Minor Education to be effective, willing to deal with the paradox and the becoming, and to draw lines of escape from the impositions of the dogmatic image of thought. A Minor Education operates in a rhizomatic way, in the production of maps, in the appreciation of the singularities that are manifested in the school experience and in the deterritorialization of the curricula, abandoning the lines of arrival, because it is understood that the path is more important, and that it is possible to learn without teaching. Therefore, the solution to the problems inherent to a dogmatic image of thought that dominates the curricula is not another curriculum, but a simulacrum that devoid of any similarity no longer reproduces an idealized model.
The present work seeks to present a philosophical approach to the curriculum in the light of Minor Education, as a way of overcoming the generality, the recognition and representation that manifest themselves in an arborescent structures; and, concomitantly, the eruption of Difference, which brings with it the singularities, the multiplicity, the events, in order to promote a deterritorialization of the curriculum, subverting common sense and good sense in a process of creation-education. The curriculum is thought from a dogmatic image of thought, in order to train the thought, highlighting its normative character, much more prone to teaching and reproduction of content, thus homogenizing the school experience. Having said that, far from thinking about the essence of the selection of contents of a curriculum, or a better method, it seeks to promote a noology of curriculum, which points to the possibility of a thought without image, and from it a way of providing education. Having Gilles Deleuze's thought as one of the most present themes in his works, it seeks to explore some Deleuzean concepts that are relevant to develop the break with the mode of representation, such as, for example, "new image of thought" or "thought without image", "sign", "event" and "sense". The dogmatic image of thought has to be led by two instances, common sense and good sense, the first responsible for the distribution of concepts and the second for pointing the thought in the direction of the true one. And it is through these structures that thought submits itself to thinking through relations of identity, and launches itself into the field of recognition. This being said, Deleuze's criticism is given to the understanding that thought and truth are in an intimate and natural connection, in which one understands that thinking happens when one seeks truth. For him, thinking happens when it is violated by a sign that forces thought to think, no longer establishing relations of identity, as similarity, analogy and opposition are, but as a creative process. This process, in turn, takes place in the production of sense, which presents itself as the fourth relation of language, extrapolating the classical relations of designation, manifestation and meaning; making sense is about putting the sign in the order of language, as a way of expressing an event. And, thus, guided by the pair sense-event, the thought no longer follows the only direction of good sense, and launches itself into the paradox, which affirms two directions as possible. Understanding, therefore, that thinking happens when one begins to think what one does not yet think, it is no longer possible to anticipate how one learns, this anticipation being a proper claim of the curriculum. Finally, some possibilities are pointed out for a Minor Education to be effective, willing to deal with the paradox and the becoming, and to draw lines of escape from the impositions of the dogmatic image of thought. A Minor Education operates in a rhizomatic way, in the production of maps, in the appreciation of the singularities that are manifested in the school experience and in the deterritorialization of the curricula, abandoning the lines of arrival, because it is understood that the path is more important, and that it is possible to learn without teaching. Therefore, the solution to the problems inherent to a dogmatic image of thought that dominates the curricula is not another curriculum, but a simulacrum that devoid of any similarity no longer reproduces an idealized model.
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Palavras-chave
Educação Menor, Desterritorialização, Currículo, Sentido, Rizoma, Minor Education, Deterritorialization, Curriculum, Sense, Rhizome