Search

Este artigo explora os movimentos constitutivos de uma cartografia inventada para pesquisar currículos e infâncias em dissidências. Instalando-se no território das metodologias pós-críticas em Educação e Currículo, objetiva mostrar o fazer cartográfico de uma pesquisa que investigou os agenciamentos de vida e morte que as infâncias em dissidências de gênero e sexualidade fazem no currículo. A cartografia é um modo de investigar um processo em produção, de acompanhar um traçado incerto, um certo tempo que dura. Inspirada nos trabalhos de Gilles Deleuze e Félix Guattari, ela se ocupa em estudar processos subjetivos, acompanhando os agenciamentos que possibilitam um acontecimento. O argumento aqui desenvolvido é o de que, para cartografar currículos e infâncias em dissidências, faz-se necessário organizar encontros capazes de apreender os acontecimentos, compor com as sensações produzidas nos entrelugares dos corpos e narrar em dissidência, fazendo da experiência narrativa um uso menor, intensivo e geográfico.

This article explores the constitutive movements of a cartography invented to research curriculums and childhoods in dissidences. Installing itself in the territory of post-critical methodologies in Education and Curriculum, it aims to show the cartographic making of a research that investigated the agencies of life and death that children in dissidences of gender and sexuality make in the curriculum. Cartography is a way to investigate a process in production, to follow an uncertain path, a certain time that lasts. Inspired by the production of Gilles Deleuze and Félix Guattari, it is concerned with studying subjective processes, following the agencies that make an event possible. The argument developed here is that in order to map curricula and childhoods in dissidence, it is necessary to organize encounters capable of apprehending the events, to compose with the sensations produced in between the places of the bodies and to narrate in dissidence, making the narrative experience a minor, intensive and geographic use. [ABSTRACT FROM AUTHOR]

In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers' knowledgeproduction practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term ‘technodeviance' serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content. [ABSTRACT FROM AUTHOR]