Slow Greedy: experimentation and prudence with the deleuzo-guattarian educational research

Starting from the hypothesis that there is a tension established within the philosophy of Gilles Deleuze and Félix Guattari, derived from a clash between an incitement to the radical experimentation of certain formulations and a demand for the construction of a certain procedural prudence, we propose to analyze the probable unfolding of this conflict in the appropriations of the thought of the Deleuze-Guattari difference by the educational field. In a previous research (VINCI, 2014), we found a considerable increase in the work involving the conceptual device of Deleuze and Guattari in discussions in education, during the interval between 1990 and 2013 according to a survey carried out in the educational journals that make up the strata A1 and A2 of the Qualis table. Concomitant with this movement, we perceive a recent preoccupation with questions of a methodological nature emerging within this production and that use the idea of experimentation as a kind of directive of thought. We argue that in proposing to the researchers in Education to make experiments of thought, a new idea of research - more poetic and essay - arises on the horizon engendering an aesthetic-political reform of the field. Educational research, henceforth, would seek to access a more essayistic vein of thought and, thus, construct a poetics of research, capable of breaking with a certain metaphysical culture present in the area. Educational research would no longer seek to answer elaborate problems of the day before and would begin to create its own questions and problematizations. Understanding how this movement became possible in the field of educational research through these thought experiments propagated by Deleuze and Deleuze-Guattari, whether or not followed by the appeal to a certain prudence, is the main purpose of this work. In order to conduct such a discussion, we shall try to understand how the French authors operated their thought experiments, as well as how prudence manifested itself in their works, in order to think what the implications of this discussion for the new research methodologies propagated by the production deleuzian and deleuzo-guattariana in the educational field. At the same time, through a certain crossing of the literature of Enrique Vila-Matas, we will try to unfold this discussion by seeking to think the possibilities and potentialities of a radical work method involving prudence and experimentation, as well as its correlation with a tension established at the dawn of modernity between a more essayistic thought and one of more scientific character. This thesis, therefore, will seek to operate from the triangulation philosophy-educationliterature, problematizing a common element to these distinct fields, namely: a poetics of thinking. (AU)