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This paper, written from discussions and readings among the authors, members of the Education, Culture and Subjectivities research group (GPECS/CNPq/UFS), and developed through the Master's thesis of one of the authors, proposes a reflection on the aspects from the theory of Baruch de Spinoza to compose different ways of educating. The aim is to consider a curriculum that goes beyond traditional models, and that is committed to producing an education enhanced by happy affections. In this sense we ask: what can a curriculum do? To think about this question, we will use the systematized results of a survey of curricular experiments, carried out for almost three years, in a school located in the State of Sergipe. In addition to Spinoza, we will bring in the theoretical framework concepts by Gilles Deleuze and Félix Guattari and the idea of curricular nomadism by Sandra Mara Corazza. With this articulation, we seek to demonstrate some principles and practices that guides to a loving education, composed of happy affections, capable of increasing the power and intensity of thought and learning. [ABSTRACT FROM AUTHOR]

This paper introduces playing as Embelêcos from the municipality of Moita Bonita in the state of Sergipe, Brasil, as a cultural practice which, from the players' perspective is subversive and revolutionary. Inspired by the perspective of the post-colonial knowledge, which allows us to understand that the subalterns can only speak in their own language, with their own explanatory systems, in their own culture, we propose thinking about the impact of systematic invisibilization, trivialized by the academic colonialism in relation to the knowledge of oral tradition. Therefore, we proceeded by listening deeply to the narratives of griô masters. When saying the unspoken, they provoke a decentralization of the culture seen as reference, producing epistemological effects of political consequences; thus, a space for enunciating the voice of subalterns and a place for political resistance. [ABSTRACT FROM AUTHOR]