O que pode uma aula como ato ético, estético e político?

Abstract

If the democratization of access to education ushers in a historic change in terms of social justice, the perpetuation of truth policies, in the Academy, constitutes a cognitive and epistemological debt that persists. The space of an academic class, as a teaching-learning experience, has been emptied by productivity policies, bureaucratization of management and the advancement of Big Techs and their interests. This article aims to map a teaching experience, whose categories and notions redefined, for the author-teacher, the importance of the academic class as an ethical, aesthetic and political act. Through bibliographical research that is based on the paths of the philosophy of education, and a philosophy of difference – a French current of philosophy that conceives the world as multiplicity, and rethinks metaphysical concepts related to the individual, problematizing notions such as essence, identity -, the proposal in question is to enunciate four experiences-inspirations that can inspire the power of an academic class: the encounter with the inspiring thought of Gilles Deleuze; the establishment of Conversation Circles as a relational principle; the proposition of a Logbook, as a scriptural creation; the experience of the class as a skolé (Masschelein and Simons 2014). In this classroom experience, the central idea is that students can have the opportunity to collectively and in dialogue, in an unforeseen way, consider the unfinished nature of the world, perhaps producing a political ethic and aesthetic: that of sculpting ourselves as a work of art, by choosing more inclusive and otherworldly worlds that respect all the many and distinct forms of life.

Keywords: Classroom, Gilles Deleuze, Conversation Circles, Logbook, Skolé