Antonio Carlos Rodrigues de Amorim

Deleuze, action research and rhizomatic growth

Abstract Deleuze and his colleagues, particularly Guattari, have had a profound impact on a number of fields of study. The authors argue that their work offers a range of images to help think about and write action research, a way that acknowledges and celebrates the complexities of the sites of action. The article has a divided structure, coherent with the style of Deleuze & Guattari. The authors present some Deleuzian ideas, particularly the concept of rhizomatic growth, and show how they might profitably be used to analyse and write accounts of action research, reflecting the multiplicities of practice, in this case within education. They have shown the potentialities of the ‘rhizome’ as a way to rethink the field of action research, imagining a new epistemology (in which the concepts work, rather than represent) and how the rhizome demands experimental forms of writing ourselves in action research. They show a cartography (of smooth and striated space) that is required to think rhizomatically about action research.

Writing ourselves reflectively

We report on an international collaboration between three writers and researchers, our ways of investigating and reflecting on our practice through writing and its purposes, and how we construct our reflective learning. We borrow from Deleuze and Guattari to affirm the possibility of resisting with/ in reflexivity as we try to rewrite ourselves for future possibilities. Through the structure and content of the text we illustrate some of the ways ‘we welcome the interruption of each other’s voices’ and the messy process of reflection and action. We use fragments from our work together to illustrate how we negotiate meanings of words, concepts and their relationships to create this written conversation to support our reflections.

Intensive Spatium and the Construction of Child Subjectivities in Brazilian Cinema

This chapter focuses on the construction of childhood subjectivities in three films: short film Bilu e Joao/Bilu e Joao (Katia Lund‚ 2005), feature film Meu pe de laranja lima/My Sweet Orange Tree (Marcos Bernstein‚ 2012), and documentary Territorio do brincar/Territory of Play (David Reeks and Renata Meirelles‚ 2015). By problematizing the concept of intensive spatium, it argues that cinematic space modulates different perspectives of childhood in these films. Moreover, the chapter coins the expression “child-image” to describe the types of images that articulate intensive qualities of the cinematic space, which opens possibilities for a heterogeneous subjectivity of the Brazilian children portrayed in the films.

Os Lugares das Atividades Experimentais na Identificação do Currículo de Ciências

A pesquisa academica tematizada neste artigo versa sobre a formacao de professores da rede publica estadual de ensino de Sao Paulo dentro do projeto Oficinas de Producao em Ensino de Ciencias, coordenado pelo Grupo Formar Ciencias da Unicamp. Em uma das oficinas buscou-se reconhecer concepcoes de professores sobre experimentacao no Ensino de Ciencias a partir de argumentos explicitados em situacoes de trabalho de grupo em que se posicionaram diante de dois relatos ficticios que narravam praticas de professores de Ciencias. Propomos ler os registros apresentando-os em conexoes com as discussoes sobre curriculo e espaco, enfatizando relacoes entre identidades e culturas.

Máquinas e incorpóreos e virtualidades na/da/pela imagem...

Percorrer acontecimentos, encontros e incorporeidades que vem a superficie – imagens – em um tempo des-configurado entre real, virtual e atual. Maquinar que aposta no fragmento, atravessa-se por objetos e suas intensidades de experiencia, lembranca e signos. Contrair-se. Afirmar positivamente pela / e na juncao ‘no do com na da pela’. Virtualizar-se pela musica e visualizar-se sem imagens e compor a escrita ‘educacao’ sem corporeidade representacional. Fundir imagem e palavra. Ser do professorar: de-formacao. Tratar as imagens em inconsistencia e linha. Fugir. Lagrimar. (Es)Vaz(iar).