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Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article sought to map the compositions woven, over the last 10 years, between mathematics and the philosophy of difference, in the works published in the annals of the Mathematics Education working group (GT-19) carried out by the National Association of Postgraduate Studies and Research in Education (ANPEd). During this period, five meetings took place, totaling 87 works presented, nine of which were designed and woven based on the philosophy of difference, more precisely on the thoughts of Giles Deleuze and Felix Guattari. It is noticeable the predominance of works by the Group of the University of Juiz de Fora, called "Travessia". Of the nine works presented, five problematize teaching and learning in the classroom, three were created after the training meetings and one was an invitation to discuss possibilities for building bridges and resisting the necrophilic policies that have devastated Brazilian education in a of a conversation between the participants of the 40th ANPEd GT-19 Meeting. It is concluded that there is a minor mathematics concerned with the movement of forces that resist and re(exist) from the perspective of a less prescriptive and more inventive mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article focuses on self-writingin (Foucault, 1992) its relationship with the analysis of implication (Lourau, 2004) with the other, in a perspective of narrative research that aims to overcome the organic, sensory-motor regime, towards crystalline and ficcional narratives. It presents examples of field diaries illustrating self-writings to reach out to others in interconnected universes, that is, self-writings enhancing analyses at the collective level of the research. Argues that the signs of art, as a way of acessing hitherto unknown movements of thought, help researchers and researched people involved to develop crystalline-fabulatory narratives and share experiences. It concludes by pointing out that if culture and art exercise their meanings when they create, that is, then, an encounter with research without teaching body, an encounter of exchanges and learnings, a research as a great and affirmative think-act-create collective in public school. [ABSTRACT FROM AUTHOR]

The present article problematizes the heterogeneous relations of forces that cross the school routine, considering it as a macro and micropolitical field. It bets on the production of a multiple existence woven between forms, forces, and flows that shape and/or create school spaces-times. To this end, it sought to establish, remotely, in the pandemic period, in the year 2021, formative meetings with teachers from public schools in the municipality of Serra, Espírito Santo, to enhance less compartmentalized curriculum and learning in the encounter with artistic signs. Thus, in networks of conversations with teachers, dogmatic education based on the reproduction of thought is questioned in favor of the practice of an inventive education that moves to think about possible others with art and technology. It discusses the relationship between technology and society, as well as the constant attacks of capitalism to appropriate bodies in the production of homogeneous subjectivities. Finally, it affirms an education that is not imprisoned in the face of the machine subjection of bodies, but that is weaved as resistance and creation. [ABSTRACT FROM AUTHOR]