Nas dobras da educação menor: entre a institucionalização e as práticas de resistência

Abstract

The territory of institutionalized relations encompasses relations of strength, values and interests that are under the aegis of the state with a major dimension of the constructions that operate by the dynamism of standardization, hierarchy, representation and identity. This dissertation aims to problematize the territory of creation and implementation of the Professor Training Center (PTC), of Federal University of Recôncavo da Bahia (UFRB), in order to think about how institutionalization allows tensions produced between major and minor relations in the PTC enable its authors/actors to create effective resistance practices. Thus, it has the goal to map the major and minor relationships that from its creation have produced folds (resistance practices) in the educational upbringing of its authors and actors. The discussions presented are articulated with the philosophy of difference, with emphasis on the studies of Gilles Deleuze and Felix Guattari, notedly with regard to the concepts of major and minor, in addition to the propositions presented around the concepts of becoming and rhizome. The intercessors and the connections produced around such concepts dialogue with us: Silvio Galo from the shift to a minor education; Michel Foucault on “eventalization”, Sandra Corazza, Tomas Tadeu e Daniele Raic the implications of the curriculum between the major and the minor. The research is developed through the Cartographic method since it is dedicated to the exercise of thinking rhizomatically, to establish connections as collective agencies and the creative and inventive movement as a possibility for the creation of a plans of immanence. The study is dedicated to the deterritorialization of academic writing practices and research by investing in transversality processes (GUATTARI), implication (PASSOS; EIRADO) and in the “do with” modes (ALVAREZ). In this sense, the work corroborates the idea that the dimensions of the minor and major coexist in the border areas where these dimensions touch each other. It argues in favor of education and curricular acts as happenings not just as a fact of institutionalization or an effect of ideology, but of “minorization” of the moment in which the minor-becoming installs itself, even if imperceptibly. It suggests that the curriculum, despite being a major and institutionalized construct, emerges as a minor dimension to the extent that various bodies inhabit their curriculum experiences.