O aprender sob o enfoque da filosofia da diferença: um estudo a partir de pesquisas educacionais brasileiras

Abstract

This research was developed starting from the problematic of how researches with a focus on apprenticeship/learning, guided by Gilles Deleuze's difference philosophy, in the form of theses in Education, approach and characterize themselves in relation to formulations about learning about difference. During the research, the problematic of how they are located geographically and philosophically was also included. This study aimed to investigate Brazilian academic theses that take as their object of investigation the concept of learning according to the philosophical framework in Gilles Deleuze and in his philosophy of difference. The specific objectives were to investigate how the theses were characterized in relation to formulations about learning, as well as geographically and philosophically located; as well as exploring the way in which the theses addressed Brazilian apprenticeship, learning and education also analyzing in the theses the conceptions of the concept of learning as productions and as displacements of Gilles Deleuze's philosophy. The methodology adopted was bibliographical and conceptual in nature, and the theses were raised through the Brazilian Digital Library of Theses and Dissertations (BDTD-IBICT) and in the Theses & Dissertations Catalog - CAPES, between April and July 2019. This survey took place for the justification of the initial finding of the existence of few works that address the theme of learning related to the conceptions of philosopher Gilles Deleuze. Thus, four (4) theses were elected using pre-established criteria. The theme of this dissertation was chosen because it is related to a concept that has already been widely discussed in the areas of Psychology and Pedagogy, which has a new perspective, namely deconstruction, creativity and production of difference. Among the results of this research, the recent character of these discussions stood out, indicating poles of this academic production in Brazil for some regions, as well as the diversity of areas of researchers who discuss the topic, showing itself to be transversal and multiple. Within the discussions, we can highlight the reversals carried out by this field of difference in the notions of rationality arising from what was called the Philosophy of Representation. Among the most significant shifts made by Brazilian researchers in the Philosophy of Difference, the redirection of the philosophical concept of learning for discussion in Brazilian education, as well as for new horizons along with some widely discussed theories in education, stood out. The notion of learning was conceived in the theses in relation to thinking, breaking the relationship between knowledge and learning, establishing, in another way, the passage from knowledge to not knowing about the difference. The researchers of the theses, each in their own way, raised the problematization of the normalization of learning and conceptions that would pre-define types of learning subjects, in addition to problematizing the idea of a method or methodologies that would assume that the subjects they would always be the same, notions that come from the norm and morals. These prescriptive conceptions would seek to reaffirm in the subjects the expectations of the school and of a society. Pointing to an overcoming of these norms and models, the theses make use of the concept of learning, with different nuances, pointing to it as thinking and as a disturbing search through signs, problems, in the empirical, in production. It can be pointed out that these recent productions, together with the philosophy of difference, bring to Brazilian soil the discussion of difference in intersection with formal school processes, in an attempt to see beyond the identity placed in them, pointing to practices in production and in problematization.