This research aims at developing an analisys about the importance of the concepts formulated by Deleuze and Deleuze-Guattari in Brazilian educational thought. It is not difficult, in academic articles, to come across with concepts such as nomadism, devir, cartography, rhizome, plateaus, deterritorialization and many others. Given this "Deleuzian" shadow which hovers over the field such as the myriad of writings that we see emerging every day, it is necessary to question this literature in order to set up a possible horizon of dissemination of such thinking in Brazilian education academic production. Therefore, we try to present a genealogy of Deleuzian studies in Brazilian educational field, focusing on the top 35 articles published in reputable journals in the area - according to the table Qualis 2012 - between 1990 and 2011. Guided by a post-structuralist approach in education, this research is a critical study which is grounded in an interrogational genealogical mode - sitting here on the concepts of file and problematization which comes from the legacy of French thinker Michel Foucault. Our objective is to apprehend the emergency conditions of this Deleuzian literature in the educational studies. We submit the following analytical question to the archive of journals indexed, "in response to what problems emerges the appropriation of the thought of Gilles Deleuze in educational scenario?"
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