TO THINK THE PRAXIS OF THE FIELD OF THE CURRICULUM AS A RHIZOMATIC NETWORK OF RELATIONSHIPS AND DRIFTS
DOI:
https://doi.org/10.23925/1809-3876.2020v18i3p1052-1068Keywords:
Rithocurriculum, Affects, Pedagogical relations, Becoming, Subjectivities.Abstract
This article is organized in three parts. In the first part, we take a look at our approach to the field of the curriculum in order to situate it as a space for relationships, not only among knowledge but, above all, among subjects. In the second part, we expand this perspective and cross it with some geo-philosophical concepts of Deleuze and Guattari, to outline what could be a "rhizocurriculum", which goes beyond the normative and favors the experiments and the affections that are generated in a becoming and that transform individuals and life. In the third part we present an invitation to experience an immanent sense of the curriculum, more attentive to possibilities than to limits, more concerned with fostering the establishment of relations than with determining homogenizing paths.
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