Filosofia da diferença e educação em Deleuze

Abstract

This investigation explores aspects of Gilles Deleuze's philosophy and its relationship with education, particularly contemporary education. It focuses not on the instrumental application of Deleuzian thought to education but on understanding how his philosophy can inspire new ways of thinking and practicing education. Deleuze is chosen to address the diverse needs of contemporary education, characterized by constant challenges arising from technological, social, and cultural transformations. The investigation is based on the observation that current educational models often prove insufficient against the challenges posed by a rapidly changing society. Education, viewed through a Deleuzian lens, evokes the idea of a continuous process of becoming, a construction that transforms incessantly. Thus, the work positions itself at the intersection of philosophy and education, proposing a critical reading of educational reality in light of Deleuzian concepts. This approach implies recognizing education as a field of forces, a space of encounters, conflicts, and possibilities, where learning is configured as an open, dynamic, and creative process. From this perspective, the objective is to reflect on the potential of an education that values singularity, experimentation, and creation, in contrast to models based on homogenization and repetition. The research does not seek definitive answers but aims to open paths, raise questions, and inspire the search for an education that meets the challenges and potentialities of our time