Essa pesquisa parte da percepção, cada vez mais acentuada, da centralidade que alguns conceitos formulados pelo filósofo Gilles Deleuze e pelo psicanalista Félix Guattari têm tido no pensamento educacional brasileiro. Não é difícil depararmos com apropriações de conceitos tais como nomadismo, devir, cartografia, rizoma, platôs, micropolítica, desterritorialização e tantos outros. A apropriação do conceitual deleuze-guattariano tem produzido deslocamentos e inspirado procedimentos analíticos diversos daqueles que tomaram corpo no início dos anos 1990, no seio dos estudos denominados de póscríticos, abrindo espaço para aquilo que denominamos de experimentações do pensamento. Procurando erigir uma crítica capaz de afectar o leitor e levá-lo a produção um pensamento outro, mais do que conduzi-lo à constatação de uma verdade presente alhures, a produção que tem se valido da filosofia de Deleuze e Guattari assume contornos analíticos até então inéditos, experimentando o intensivo que os conceitos elaborados pela dupla de autores comportam. Diante desse cenário, da imensa miríade de escritos que vemos surgir a cada dia articulando de maneira inusitada o pensamento da diferença de Deleuze e Guattari a tópicos educacionais, faz-se necessário interpelar essa literatura de forma a apreender sua singularidade e os novos procedimentos analíticos resultantes desse cruzamento. Dessa forma, buscaremos apresentar uma problematização dos estudos de cunho deleuze-guattarianos no campo educacional brasileiro, focalizando para tanto os artigos publicados nos 44 melhores conceituados periódicos acadêmicos da área de acordo com a tabela Qualis 2013 entre os anos 1990 e 2013. Orientado por uma abordagem pós-estruturalista em educação, trata-se de um estudo crítico fundamentado nos conceitos de arquivo e problematização, ambos oriundos do legado do pensador francês Michel Foucault; tendo por objetivo apreender as condições de emergência da literatura deleuzeana na seara educacional, tomamos como referência analítica a seguinte questão frente ao fundo documental dos periódicos indexados: de que maneira a produção acadêmica educacional tem experimentado a necessidade de deleuzear ou guattariar ou deleuze-guattariar? / This research aims at developing an analisys about the importance of the concepts formulated by Deleuze and Deleuze-Guattari in Brazilian educational thought. It is not difficult, in academic articles, to come across with concepts such as nomadism, devir, cartography, rhizome, plateaus, deterritorialization and many others. The appropriation of the conceptual deleuze-guattarian has produced displacements and inspired analytical procedures other than those that took shape in the early 1990s , within the study called \"post- critical\" , paving the way for what we call trials of thought. Looking erect a critical able to affect the reader and get him to produce a thought the other , rather than lead him to the discovery of a truth this elsewhere, a production that has been using the philosophy of Deleuze and Guattari assumes analytical contours hitherto unpublished , experiencing intensive that the concepts developed by the duo of authors behave . Given this \"deleuzean\" shadow which hovers over the field such as the myriad of writings that we see emerging every day, it is necessary to question this literature in order to set up a possible horizon of dissemination of such thinking in Brazilian education academic production. Therefore, we try to present a problematization of deleuz-guattarian studies in Brazilian educational field, focusing on the top 44 articles published in reputable journals in the area - according to the table Qualis 2013 - between 1990 and 2013. Guided by a post-structuralist approach in education, this research is a critical study which is grounded in an interrogational sitting here on the concepts of file and problematization which comes from the legacy of French thinker Michel Foucault. Our objective is to apprehend the emergency conditions of this Deleuzian literature in the educational studies. We submit the following analytical question to the archive of journals indexed: how educational scholarship has experienced the need for deleuzear or guattariar or deleuze-guattariniar?

Essa pesquisa parte da percepção, cada vez mais acentuada, da centralidade que alguns conceitos formulados pelo filósofo Gilles Deleuze e pelo psicanalista Félix Guattari têm tido no pensamento educacional brasileiro. Não é difícil depararmos com apropriações de conceitos tais como nomadismo, devir, cartografia, rizoma, platôs, micropolítica, desterritorialização e tantos outros. A apropriação do conceitual deleuze-guattariano tem produzido deslocamentos e inspirado procedimentos analíticos diversos daqueles que tomaram corpo no início dos anos 1990, no seio dos estudos denominados de póscríticos, abrindo espaço para aquilo que denominamos de experimentações do pensamento. Procurando erigir uma crítica capaz de afectar o leitor e levá-lo a produção um pensamento outro, mais do que conduzi-lo à constatação de uma verdade presente alhures, a produção que tem se valido da filosofia de Deleuze e Guattari assume contornos analíticos até então inéditos, experimentando o intensivo que os conceitos elaborados pela dupla de autores comportam. Diante desse cenário, da imensa miríade de escritos que vemos surgir a cada dia articulando de maneira inusitada o pensamento da diferença de Deleuze e Guattari a tópicos educacionais, faz-se necessário interpelar essa literatura de forma a apreender sua singularidade e os novos procedimentos analíticos resultantes desse cruzamento. Dessa forma, buscaremos apresentar uma problematização dos estudos de cunho deleuze-guattarianos no campo educacional brasileiro, focalizando para tanto os artigos publicados nos 44 melhores conceituados periódicos acadêmicos da área de acordo com a tabela Qualis 2013 entre os anos 1990 e 2013. Orientado por uma abordagem pós-estruturalista em educação, trata-se de um estudo crítico fundamentado nos conceitos de arquivo e problematização, ambos oriundos do legado do pensador francês Michel Foucault; tendo por objetivo apreender as condições de emergência da literatura deleuzeana na seara educacional, tomamos como referência analítica a seguinte questão frente ao fundo documental dos periódicos indexados: de que maneira a produção acadêmica educacional tem experimentado a necessidade de deleuzear ou guattariar ou deleuze-guattariar? / This research aims at developing an analisys about the importance of the concepts formulated by Deleuze and Deleuze-Guattari in Brazilian educational thought. It is not difficult, in academic articles, to come across with concepts such as nomadism, devir, cartography, rhizome, plateaus, deterritorialization and many others. The appropriation of the conceptual deleuze-guattarian has produced displacements and inspired analytical procedures other than those that took shape in the early 1990s , within the study called \"post- critical\" , paving the way for what we call trials of thought. Looking erect a critical able to affect the reader and get him to produce a thought the other , rather than lead him to the discovery of a truth this elsewhere, a production that has been using the philosophy of Deleuze and Guattari assumes analytical contours hitherto unpublished , experiencing intensive that the concepts developed by the duo of authors behave . Given this \"deleuzean\" shadow which hovers over the field such as the myriad of writings that we see emerging every day, it is necessary to question this literature in order to set up a possible horizon of dissemination of such thinking in Brazilian education academic production. Therefore, we try to present a problematization of deleuz-guattarian studies in Brazilian educational field, focusing on the top 44 articles published in reputable journals in the area - according to the table Qualis 2013 - between 1990 and 2013. Guided by a post-structuralist approach in education, this research is a critical study which is grounded in an interrogational sitting here on the concepts of file and problematization which comes from the legacy of French thinker Michel Foucault. Our objective is to apprehend the emergency conditions of this Deleuzian literature in the educational studies. We submit the following analytical question to the archive of journals indexed: how educational scholarship has experienced the need for deleuzear or guattariar or deleuze-guattariniar?

Gilles Deleuze et Félix Guattari ne sont pas connus pour avoir manifesté un réel intérêt pour le théâtre. En adoptant une première approche historique et biographique, ce jugement s’avère être une injustice profonde envers ces deux esprits, car l’un ne cesse d’évoquer le théâtre afin d’en faire une critique constructive et l’autre se révèle être l’auteur d’une production théâtrale inédite à ce jour, dont nous dévoilons les enjeux dramaturgiques. Dans une seconde partie, il s’agit de cartographier une pensée du théâtre hétérogène, défendue par les deux philosophes : le théâtre est utilisé dans la création de nouveaux concepts et d’une nouvelle énonciation philosophique. Le « théâtre de la pensée », la « dramatisation », le « théâtre de signes », le « schizo-théâtre », le « théâtre mineur », le « théâtre pris dans des devenirs-autres » constituent les signes avant-coureurs d’un « théâtre de l’à venir » qui constitue le fil rouge de notre recherche. Comme une réponse à la crise du drame, Gilles Deleuze oriente le théâtre vers d’autres lignes de fuite qui portent le théâtre vers les limites de l’abstraction pure, pendant que Félix Guattari conçoit un théâtre postdramatique. Cette thèse inclut des index répertoriant le vocabulaire théâtral et les personnalités de théâtre à partir de l’œuvre complète des deux philosophes, ainsi que des interviews de quelques uns de leurs proches amis artistes. / Gilles Deleuze and Félix Guattari are not famous for having a deep, enduring interest in theatre. This thesis first develops historical and biographical elements to reveal that the notion of their indifference to theatre is cruelly inexact: the former repeatedly mentions drama and constructively criticises it, while the latter turns out to be the author of dramas which are yet unpublished, and whose theatrical characteristics are revealed here. In a more conceptual part, I then offer the mapping of a heterogeneous web of notions that both philosophers abide by: theatre is used in the creation of new concepts; it is at the service of a new wording of philosophy. The Theatre of Thought, the Method of Dramatisation, the Theatre of Cruelty, the Schizo Theatre, the Minor Theatre and the Theatre through the process of Becoming-Other are the signposts of A Coming Theatre that our research sets out to explore. Gilles Deleuze’s philosophy offers a reaction to the crisis of theatre. While Deleuze takes theatre on new lines of flight and pushes it on the verge of pure abstraction, Félix Guattari forges a Postdramatic Theatre. My thesis includes indexes of all the theatrical vocabulary and characters to be found in the works of both philosophers, as well as interviews by some of their close artist friends.

The “Postscript on Control Societies” is considered one of the most accessible texts by Gilles Deleuze, contemporary, yet untimely, ahead of its time, perhaps even ahead of our time. In just a few pages, Deleuze here touches on the specifics of discipline and control and subjects them to three perspectives: history, logic, program. On closer reading, however, one comes across some stumbling blocks, where thinking falters. The paragraph in which the word ‘dividual’ appears for the first time in the text is such an instance. Of course, the individuals of control become dividuals, and the masses become banks. But what does ‘code’ mean here, and what is the difference between the ‘precept’ of disciplinary society and the ‘password’ of control society? As is so often the case, the key lies in questions of context and translation.

[pt] O trabalho discorre acerca de algumas relações entre a música e a teoria, partindo da ideia de Indeterminação Musical proposta pelo artista norte-americano John Cage e suas consequências para a música, a linguagem, a ontologia e o pensamento de modo geral. O primeiro capítulo aborda o tema aproximando-se do conceito de indeterminação, das práticas musicais experimentais e das experiências verbais de notação musical, isto é, de partituras formadas apenas por palavras. No segundo capítulo, investiga-se a existência de certa zona de indiscernibilidade entre os escritos de Gilles Deleuze e Félix Guattari e a música, procurando elementos de um possível pensamento-música, isto é, um modo de orientação do pensamento e de concepção ontológica nos quais a música e o som não estão submetidos a critérios filosóficos pressupostos, mas funcionam eles mesmos como material fundamental para a construção de uma filosofia. / [en] This work discusses some relationships between music and theory, starting from the idea of Musical Indeterminacy proposed by the North American artist John Cage and its consequences for music, language, ontology and thought. The first chapter approaches the subject through the concept of indetermination itself, experimental musical practices and verbal experiences of musical notation, that is, of scores formed only by words. The second chapter discusses the existence of a certain zone of indiscernibility between the writings of Gilles Deleuze and Felix Guattari and the music, looking for elements of a possible music-thinking, that is, a mode of thinking and an ontological conception in which music and sound are not subject to presupposed philosophical criteria, but function themselves as fundamental material for the construction of a philosophy

The aim of this thesis is to read Bruno Schulz’s The Cinnamon Shops through the theoretical framework of Deleuze and Guattari, focusing on the relation between territorialization, deterritorialization and reterritorialization. This is investigated through examples from the The Cinnamon Shops, focusing on different aspects of how territorialization is portrayed in Bruno Schulz’s corpus. The goal is to show how the stories of Bruno Schulz are structured around various forms of territorializations, be it the home, the family shop or the town in itself. However, those territories are almost always negated through deterritorializing acts. In this act we get to face something new, something temporary and fragile, which in itself creates the essential crack or leakage in the text. Those acts of deterritorialization can’t be allowed to continue undisturbed but must be shut down through various forms of reterritorialization. This form of reading is only possible when the text is seen as a rhizomatic structure, with no clear center or periphery. It is brought forward how each of those texts are segmented in various manners, either binary or linear, which affects how the territorializing acts can be perceived.

Thèse réalisée en cotutelle avec l'Université de Provence au sein du département d’études cinématographiques, U.F.R. Lettres et Arts, L.E.S.A. École doctorale Lettres, Langues et Arts. Soutenue publiquement à l'Université de Provence le 16 juillet 2010. / Un film problématise en images et en sons ce dont il traite. Le type d’analyse faisant apparaître cette relation étroite entre les formes du contenu et les formes de l’expression est l’analyse figurative. En voici la méthode exposée par Nicole Brenez en 1998 dans De la figure en général et du corps en particulier. Tout d’abord, il doit être admis que le film prime sur son contexte. Ensuite, les composantes d’un film sont des éléments. Puis, ces éléments sont autant de questions. Enfin, le cinéma problématise ce dont il traite. Seulement, ces quatre présupposés ne vont pas de soi. Ils induisent un double mouvement : le film pose des exigences à l’analyse que seule l’analyse rend visibles. Ce double mouvement dépasse le film pour questionner le cinéma. Cette thèse a pour but de démontrer que, d’une part, l’analyse figurative trouve ses fondements dans l’histoire du cinéma et que, d’autre part, grâce à des analyses figuratives, nous pouvons mettre à jour des changements dans le fonctionnement des images, du montage, des personnages. La méthodologie de l’analyse filmique repose par conséquent sur une étude historico-esthétique des formes cinématographiques. Or, ces formes sont autant de façons de penser le cinéma et de penser au cinéma. C’est précisément la circulation entre les formes du contenu, les formes de l’expression et les formes de l’analyse qui rend visible ce champ sensible d’expérimentations qu’est le film – une pensée-cinéma. / What is a cinematographic thought? A film theorized with images and sounds what it is dealing with. The methodology of film analysis which reveals that close relationship between images, sounds and thought is figurative. It was exposed in Nicole Brenez De la figure en général et du corps en particulier in 1998. First, the analyst must consider that the film is more important than its context. Next, its components shall be understood as elements. Then, those elements are regarded as questions. Finally, the film has to be considered as an interrogation of its subject. However, those four steps aren’t necessarily clear. They lead to a double thought: the film forces the analysis to include elements that are only made visible with the analysis. This double thought goes beyond the film and questions cinema itself. This study’s aim is to prove that a figurative analysis finds its foundations within the history of cinema, and due to these analyses, the changes regarding the construction of the image, editing, and character can be revealed. This methodology lies on an historical and aesthetic study of the cinematographic forms. Those forms are the way cinema thinks. Emerging from this relationship of a form, its expression, and its analysis is a sensitive field of experimentations: a cinematographic thought.

Por meio de nove atmosferas distintas, distribuídas em três capítulos, construiu-se um esboço de cartografia teórica de alguns estudos educacionais voltados à filosofia das multiplicidades de Gilles Deleuze & Félix Guattari, a partir da seguinte questão: o que se passa entre a educação e o plano de pensamento desses autores? As atmosferas anteriores e o primeiro capítulo dizem da construção do objeto da presente pesquisa: desde sua errância até a opção por tal plano de pensamento, e não outro. No segundo capítulo, são selecionados e apresentados alguns conceitos que permitem considerar a educação escolar na ausência do sujeito da educação, tradicionalmente tomado como fundamento e fim último da lida pedagógica; daí a opção pela concepção de aprendizagem de Deleuze. No último capítulo, questiona-se o lugar da identidade como ficção psíquica que a escola tem auxiliado a construir desde sua fundação, assim como se discutem os devires da educação por meio da análise dos efeitos de ruptura, resistência e criação materializados em 11 textos que enfrentam a tradição pedagógica com novas armas. Municiados de conceitos do plano de pensamento de Deleuze & Guattari e de outros criados a partir deste, os autores realizam uma experimentação que esgarça as concepções de representação e de recognição acopladas à idéia de sujeito da educação, expondo os artifícios de produção e corrupção das subjetividades pelo capitalismo. A última atmosfera, abraçando o derradeiro texto de Deleuze: Imanência: uma vida..., dedica-se a recolher os efeitos de ressonância captados por tal linha minoritária do pensamento educacional atual, a qual enseja fomentar as chances de a escola tornar-se lócus privilegiado de composição de forças desejantes capazes de ampliar a potência de dizer sim a outras formas de existência; existências dispostas, se necessário for, a criarem \"máquinas de guerra\" afeitas a desintegrar tudo o que ofusca a vida, seja na escola, seja fora dela. / Through nine different atmospheres, distributed in three chapters, it was outlined a theoretical cartography of some studies addressed to Gilles Deleuze & Félix Guattari\'s philosophy of multiplicities, from the following question: what happens between education and the plane of thought of these authors? The Previous atmospheres and the first chapter are on the building of the object of this research from its roaming to the option for such a plane of thought, and not any other one. The second chapter deals with some concepts that allow us to think school education while in the absence of the subject of education, traditionally considered the purpose and the ultimate end of the pedagogical task; thus the reason for the option for Deleuze\'s pedagogical concept. The last chapter argues which is the place of identity as psychic fiction that school has helped us to build since its origins, as well as it discuss the coming-to-be of education through the analysis of the effects of disruption, resistance and e creation developed in 11 essays that face the pedagogical tradition with new weapons. Furnished with the concepts of Deleuze & Guattari\'s plane of thought, and with other ones created from them, the authors make an experimentation that tears apart the conceptions of representation and of recognition connected with the subject\'s idea of education, unveiling the artificialities of production and corruption of the subjectivities by capitalism. The last atmosphere, which embraces Deleuzes\' final essay: Immanence: a life..., gathers the resounding effects picked up by this minor part of the present educational thought, which wishes to promote chances of the school to become privileged locus of the composing of desiring forces able to enlarge the potency to say yes to other forms of existence; forms willing, if necessary, to create \"war machines\" used to disintegrating everything that hinders life, be it at school, or outside it.

Esta tese se divide em duas partes. Na primeira parte serão expostas as escolas e teorias mais importantes para o conceito de sentido. Na segunda parte será exposto o conceito de sentido espectral. A primeira seção é monográfica e trata de investigar o conceito de sentido em quatro diferentes campos das ciências humanas: a lógica, a linguagem, a fenomenologia e a teoria dos sistemas. A segunda traz a proposição teórica do conceito de sentido espectral e o discute em função de diagramas de comunicação e sentido. Com isso, a discussão da primeira parte deste trabalho deverá introduzir as dimensões do conceito de sentido que, por sua vez, serão relacionados com certo padrão de difusão e consumo da informação. Essa relação entre os modos de produção das matrizes de media e um determinado conceito de sentido é explorada ao longo de todo o trabalho. Espectral, com isso, é uma metáfora para a particular produção de sentido do ambiente digital. Esse campo do sentido eletrônico será descrito e delineado em contraposição às metáforas não-espaciais de difusão do ciberespaço, que sugerem um campo aberto de aceleração e expansão não comensurável. Desse modo, o conceito de sentido espectral apresentará dois blocos de elementos complementares cuja finalidade é vincular as metáforas não-espaciais, exteriores e difusas do ciberespaço, com uma descrição dos mecanismos interiores desse sentido digital. Esses mecanismos serão descritos teórica e graficamente por meio de cinco componentes: serialização, aglutinação, seleção, nódulos e disrupção. Essas operações, por sua vez, percorrem uma superfície cujos movimentos são simultaneamente concêntricos e arborescentes. A descrição desse movimento será feita por meio de três circuitos: círculos interiores, círculos exteriores e círculos crescentes. A superfície, por sua vez, será descrita com o conceito de anéis de cebola. A vinculação entre as camadas concêntricas e a superfície do ciberespaço conforma o próprio conceito de sentido espectral. / This thesis is divided in two parts. The first part discusses the most influential schools and theories regarding the concept of meaning. The second part presents the concept of spectral meaning. This first section is monographic and consists in an investigation into the concept of meaning within four different fields of human sciences: logics, language, phenomenology and social systems theory. The second section presents the theoretical thesis concerning the concept of spectral meaning and discusses it in the light of communication and meaning diagrams. Therefore, the first part of this work introduces the varied understandings of the concept of meaning which, in a second phase, will be related to specific patterns of information and communication. This relationship between modes of production across different media matrices and a given concept of meaning is continually explored throughout the thesis. Spectral is, therefore, a metaphor for the specific production of sense in the digital environment. This field of electronic meaning will be described and portrayed in opposition to the non-spatial metaphors of diffusion that haunt the cyberspace, regularly depicting it as an open and incommensurable field of acceleration and expansion. Accordingly, the concept of spectral meaning will present two sets of paired elements in order to connect the non-spatial, diffusive and exterior metaphors of the cyberspace with a representation of the electronic meaning and its internal mechanisms. These mechanisms will be described theoretically and graphically along five main components: serialization, netclustering, gatekeeping, nodes and breakthrough. These operations, on the other hand, go through a surface whose activity is both concentric and arborescent. The description of this movement will be target along three cycles: inner circles, outer circles and growing circles. The surface itself, conversely, will be described with the concept of onion rings. The connection between the concentric layers and the cyberspace surface comprehends the concept of spectral meaning itself.

Percebendo no lentíssimo voo dos aeromodelos F1D um sublime que a aceleração contemporânea subtrai à vida, a presente pesquisa busca formular hipóteses em torno ao fenômeno desacelerante desse voo; para tal, entendese a \"dúvida\" enquanto potência e o \"desconhecido\" como instância de liberdade. / Observing the F1D\'s slow flight, we can realize a sublime feeling that contemporary acceleration subtracts from life. Our research looks for hypotheses about this deceleration generated by the F1D; besides that, we take the \"doubt\" as potency and the \"unknown\" as a field of freedom.