Assuming the existence of a tension within the philosophy of Gilles Deleuze and Felix Guattari, derived from a clash between an incitement to radical experimentation of certain formulations and a requirement for the construction of certain procedural prudence, we propose to analyze the consequences of this conflict within the appropriation of the deleuze-guattarian's thought of difference by educational field. In previous research (Vinci, 2014), we've seeing a considerable increase in number of works involving the conceptual device of Deleuze and Guattari in educational discussions, over the range between 1990 and 2013 and according to survey conducted in educational magazines that make up the strata A1 and A2 Qualis table. Concomitant with this movement, we noticed a recent concern with methodological nature of issues emerging in this production. We believe that this kind of methodological shift expresses, somehow, that tension armed within the philosophy of Deleuze-Guattari. In order to conduct this discussion, we will seek to understand how the French authors operate with their own formulations, the fine line drawn between experimentation and caution into the component works from the collection Capitalism & Schizophrenia, and think about the implications of this discussion for deleuze-guattarian production in educational field. At the same time, through the traversal of Enrique Vila-Matas literature, we will try to unfold this discussion aiming to think the possibilities and potentials for the educational field to create a radical working method involving prudence and experimentation. This project, therefore, will seek to operate from the philosophy-education-literature triangulation, discussing a common element to these different fields, namely: the inventive thought.
News published in Agência FAPESP Newsletter about the scholarship: