ABSTRACT

Aiming to pay a posthumous tribute to the work/life of Professor Sandra Mara Corazza, this paper is an investigation of her legacy as a graduate advisor. To this end, some of her manifestations on the subject are initially mobilized, followed by those about her procedures registered in the acknowledgments of the theses and dissertations of her students. The conclusion of this article presents Corazza’s advising practices as an operative ground committed not only to effect expansive movements of thinking/doing education and, particularly, educational research but also to create compositional and distributive ways of existence.

Keywords
Orientation; Graduate Studies; Educational Research; Sandra Mara Corazza

RESUMO

Com vistas a uma homenagem póstuma à obra/vida de Sandra Mara Corazza, o presente texto devota-se a prospectar o legado da professora no tocante à sua atuação como orientadora de trabalhos de pós-graduação. Para tanto, são mobilizadas inicialmente algumas manifestações suas sobre o assunto e, em seguida, aquelas sobre seus procedimentos registradas nos agradecimentos das teses e dissertações de seus/suas orientandos/as. As conclusões do texto apontam para as práticas de orientação de Corazza como um solo operativo obstinado não apenas com a efetuação de movimentos expansivos de pensar/fazer a educação e, particularmente, a pesquisa educacional, mas, sobretudo, com a criação de modos de existência compositivos e distributivos.

Palavras-chave
Orientação; Pós-Graduação; Pesquisa Educacional; Sandra Mara Corazza

Introduction

In How to Write a Thesis, Umberto Eco (1992)ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992. offers, between ironic moments, an overview of the formative processes in the humanities. As a rule, they culminate in the presentation of a final piece, generically called “thesis.” In Italy, it is the result of a final course paper required by Italian universities at the time Eco authored his book. In Brazil, the same scriptural model is adopted in academic reports related to other advanced levels of university education.

The introduction to its Brazilian edition is an “[…] account of the experience of a researcher practically translated into the didactic formulas of a teacher who knows his craft” (Ferrara, 1992FERRARA, Lucrécia D’Aléssio. Apresentação à Edição Brasileira. In: ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992. P. IX-XII., p. ix). Indeed, How to Write a Thesis is committed to treading an enigmatic practice for the uninitiated, unveiling the alchemy, as Eco himself states (1992, p. xiv)ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992., contained therein.

This is how Eco – mobilizing endless information, suggestions, and warnings – unchecks the pillars of the textual genre in question via a set of beacons that includes both strict regulations and open questions: the choice of a theme, bibliographic research, disposition of the selected material, and, finally, the ipso facto writing of the final piece.

One of the final topics in the book contains a singular discussion: the acknowledgements section of works. There, one can see a sphere of the formative process that, save better judgment, is inscribed only as a determinant, at least as a strong contingency of academic activities: the relationship with the advisor.

Eco states: “However, it is bad taste to thank your advisor. If he helped you, he has simply done his job” (Eco, 1992ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992., p. 140). Among the requirements of academic advising are joint work planning and supervision during preparation, transforming advisors into the first recipients of a work. This is their obligation. However, we can deduce that advisors could have other possible attributes, which would earn them the self-confessed gratitude of their students since fulfilling such obligation would be something only partially meritorious.

Another sign of this supplementary forum emerges when Eco, still discussing acknowledgements, considers the possibility that they include someone who the advisor “[…] hates, abhors, and despises” (Eco, 1992ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992., p. 140). A crossroads would then emerge: the advisor is either “[…] open-minded and he accepts that his student has used resources with which he disagrees” (Eco, 1992ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992., p. 140) or “[…] an old capricious baron, spiteful and dogmatic, […] probably […] [a] wrong choice for an advisor” (Eco, 1992ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992., p. 140-141)¹ 1 The Portuguese edition of the book translates the same passage as “Or else the advisor is an irascible, envious, and dogmatic old mandarin and students should not do their theses with such an individual” (Eco, 2007, p. 197). . Eco closes with: “However, if, despite these flaws, you truly wanted this advisor because you believed that he would treat you like a protégé, then you must be coherently dishonest and ignore this other person in your acknowledgments, because you have chosen to become the same kind of person that your mentor is” (Eco, 1992ECO, Umberto. Como se faz uma tese. São Paulo: Perspectiva, 1992., p. 141).

Thus, if academia encompasses different strains of people, we can deduce that the ambience of graduate studies will involve experiences of different wingspans, which will find a concrete area of effect in the transactions between advisors and students.

A relatively infrequent theme in Brazilian academic production on Education, advising was the object of an extensive collection that, after two decades of its publication, in 2002, persists as a capital reference for studies interested in that issue: A bússola do escrever: desafios e estratégias na orientação de teses e dissertações (The writing compass: challenges and strategies in advising theses and dissertations). Organized by Lucídio Bianchetti and Ana Maria Netto Machado, the work brought together 19 texts from prominent professors-researchers in the Brazilian educational scenario of the time – among them, Sandra Mara Corazza (hereinafter, SMC).

It was a question of assessing the state of things under different thematic frameworks and theoretical guidelines resulting from the expansion of Brazilian graduate programs since the previous decade, whose inflections have since multiplied due to, on the one hand, the increasing installation of new courses and, consequently, the inclusion of an exponentially larger number of students and, on the other, the managerial policies enacted by the government agencies in the area.

According to Dermeval Saviani (2002)SAVIANI, Dermeval. A pós-graduação em educação no Brasil: pensando o problema da orientação. In: BIANCHETTI, Lucídio; MACHADO, Ana Maria Netto (Org.). A bússola do escrever: desafios e estratégias na orientação e escrita de teses e dissertações. Florianópolis: Editora da UFSC; São Paulo: Cortez, 2002. P. 135-163., inserted in this collection, Education had, at the time, 52 programs recognized by CAPES. Currently, there are 288 courses available; in the stricto sensu modality, 138 masters’ and 95 doctorate courses and in the professional modality, 52 masters’ and three doctorate courses² 2 According to data from the Sucupira Platform, CAPES, referring to 2022. .

Regarding the framework of advising, another author in that collection states that: “The interpersonal process of mutual and continuous learning represented by the relationship between advisors and each of their students is probably the main novelty in Brazilian education and science in the last 30 years of the 20th century” (Zilbermann, 2002ZILBERMANN, Regina. Orientação: a aventura partilhada. In: BIANCHETTI, Lucídio; MACHADO, Ana Maria Netto (Org.). A bússola do escrever: desafios e estratégias na orientação e escrita de teses e dissertações. Florianópolis: Editora da UFSC; São Paulo: Cortez, 2002. P. 329-335., p. 335).

If it is true that advising has become central among the attributions of higher education professors-researchers – even more so if one considers the irreducibility of the pedagogical task which, in this sphere, is their responsibility – it is also true that such practice contains events of multiple orders, proper to an unstable, complex, and often incognito modus operandi.

Thus, this text proposes to contextualize SMC’s legacy regarding her performance as an academic work advisor from some marks left both directly – via some of her texts – and indirectly – via how her students manifested themselves about her in their theses and dissertations.

By electing such a phatic horizon, we believe it is possible to archive a fair share of the experience lived and readily bequeathed by this professor; a share of difficult systematization and, being honest, almost always forgotten when it comes observing the ways of existence of a university professor-researcher.

The Life of a Professor-Advisor

SMC graduated in Philosophy in 1973 from the Universidade Federal do Rio Grande do Sul (UFRGS). Her master’s degree in Education was held at the Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), and her thesis, entitled O período preparatório na 1ª série do 1º grau em escolas municipais de Porto Alegre: ritual de passagem (The 1st grade preparatory period in municipal schools in Porto Alegre: a rite of passage) was defended in 1990, with Augusto Nibaldo Silva Triviños as her advisor. Her doctorate, advised by Tomaz Tadeu da Silva, was completed in 1998 in the UFRGS Education Graduate Program. She entitled her dissertation História da infantilidade: a-vida-a-morte e mais-valia de uma infância sem fim (History of childishness: to-life-to-death and surplus of an endless childhood).

Her engagement with that Graduate Program linked to UFRGS’s School of Education (FACED) – of which she became Assistant Professor in 1993 – took place shortly after achieving her PhD, thus working as an advisor for over two decades.

The first graduate research she advised was defended in 1999 by Andréia Todeschini Merlo: Psicopedagogia: dispositivo de governo da subnormalidade (Psychopedagogy: a subnormality device).

During her period linked to this Program, she was responsible for advising 21 doctoral dissertations and 21 master’s theses. Among her students, some became faculty colleagues: Luciane Uberti, Paola Basso Menna Barreto Gomes Zordan, Lisete Bampi, Nilton Mullet Pereira, Máximo Daniel Lamela Adó, and Cristiano Bedin da Costa. Others went on to teach at other public and private universities.

Reflections on academic advising permeate a few of SMC’s texts. Two of them, in particular: Manual infame... mas útil para escrever uma excelente proposta de tese ou dissertação (An infamous but useful manual to write an excellent thesis or dissertation proposal)³ 3 Entitled Infamous… but useful manual to write a good thesis or dissertation proposal, the same text was previously published as a chapter in Bianchetti and Machado (2006b), and then as an article (Corazza, 2016). Note the change from good to the excellent qualifier in the 2008 title. and Um bravo (dicas para a sessão de defesa da proposta) [A bravo (tips for the defense session of a proposal]⁴ 4 Proposal defense is equivalent to a qualification exam. , both contained in the 2008 book Os cantos de Fouror (The songs of Fouror).

It is impossible to disagree with Cristiano Bedin da Costa (2022, p. 77)COSTA, Cristiano Bedin da. Os cantos de Fouror: nota de meu caderno de escrileitura. In: AQUINO, Julio Groppa; CARVALHO, Claudia Regina Rodrigues de; ZORDAN, Paola (Org.). Sandramaracorazza: obra, vidas etc. Escrileituras. Porto Alegre: UFRGS, 2022. P. 60-84. (Rede de Pesquisa). when he states that, in both texts,

The poetic character of both texts is vectorized by blunt, sometimes biting assertions, like some constant admonitions in Um bravo: do not speak too much; do not thank; do not praise yourself; do not judge or disagree with arguers. Other unusual propositions, so to speak, are made present when, for example, the author suggests that:

In these times, it is impossible not to share with SMC not only the gift of laughter but also a certain testimonial complicity to the idiosyncrasies of the university habitat.

Before closing the text by wishing candidates good luck, she states that:

When facing the world outside peer groups, shelter is not what is offered but a certain mutual trust derived from a fulfilled common duty. And this is how the advising game will find its most perfect translation, by seeing itself install a safe space among its players, secreted from the observance–no chance of evasion–of a list of demands with which one cannot do away under penalty of the very power of playing fading away. A good academic life would thus not be lived despite such demands but precisely because of them, so that only then it is possible to overcome them. Such demands must be experienced bravely and with some inventive grace.

In an analogous effort to Um bravo (presumably directed to SMC’s own students), Manual infame... mas útil para escrever uma excelente proposta de tese ou dissertação also addresses a common reader. In both cases, the author’s shrewd gaze resumes the scriptural frameworks of a qualification exam report. SMC’s own impatience would have motivated the writing of Manual due to the incessant reappearance of a set of fundamental questions in individual or collective advising sessions. Hence the proposal of a defense which could provocatively incite a certain creative volition and never standardize or harden others’ research/writing⁵ 5 Gabriel Sausen Feil (2022) wrote an interesting dialogue-homage with the Manual infame. .

To unravel the intricacies not only of investigative procedures but also of their corresponding writing modes – since they will be mutually and obligingly involved – SMC reveals her point of view on education research via four topics: Esqueleto de uma proposta (Skeleton of a proposal); Outras dicas preciosas (Other precious tips); Duas pequenas pérolas (Two small pearls); and Receita de uma tese foucaultiana (Recipe for a Foucauldian thesis).

Of the countless textual passages which we could cite here, one stands out since it focuses on events related to graduate students being moved by such a rare and uncertain passion for writing–an experience that, save better judgment, no one else could describe as sharply as SMC. A beautiful moment in educational literature, in our view.

Here we reference the author’s evocation of one of the ingredients of the aforementioned recipe: “one teaspoon of salt-of-life” (Corazza, 2008aCORAZZA, Sandra Mara. Manual infame… mas útil (para escrever uma excelente proposta de tese ou dissertação). In: CORAZZA, Sandra Mara. Os cantos de Fouror: escrileitura em filosofia-educação. Porto Alegre: Sulina; Editora da UFRGS, 2008a. P. 79-92., p. 90). It is worth fully reproducing the extract.

Everyday habits crumbling would be the price to be paid by those who volunteered to doubt what was thought, to open up to the thoughtless, to achieve a variable quantum of emptying. Thought as an uprooting and schism occasion, thus never of assent or subscription. In doing so, one would see a fierce clash of self against self in which there will be no victory, no rest, but only small and insistent defeats, fundamental so that what existed until then is upset, displaced, and, finally, made available for use; an indeterminate and lost use, we should stress. We are discussing abandonment and, in the same turn, existential inauguration. Perhaps, another way to breathe.

In a previous text published in 1996 (republished in 2002) – Labirintos da pesquisa, diante dos ferrolho (Research labyrinths, before the bolts) – SMC already brought to light this point of fusion in which researching and living collide all the time, transfiguring each other.

If what is in focus here is an untimely turn toward unforeseen regions of thought/life, relying on handholding for it should be unnecessary, thus renouncing the illusion of completeness which is unsuspectingly placed under advisors’ tutelage too often. On the contrary, their task will precisely be the refusal of any affiliation gesture, of fixing a supposed lineage, of delimiting an inert zone of reciprocal identification. On the contrary, advisors and students remain as parallel centers of force that mesh with each other at times just before detaching again. The beauty of their encounter will reside only in this temporary confluence.

It is in this vacant space–or, if you will, compulsory exile–that the act of writing is installed, bridging all kinds of demands for dependence between peers. They will cohabit in the same gesture, not the same place. Thus, each in their own way, will spend their days in favor of a writing to come and nothing else. There is beauty, too, in this joint observation of something one does not know. One hopes.

Thus, we call one last passage in our brief revisitation of SMC’s ideas. Although not specifically alluding to advising work, Como um cão (Like a dog), a text included in the book Artistagens: filosofia da diferença e Educação (Artistages: philosophy of difference and Education), is, in our opinion, a tiny masterpiece. An exquisite arrangement of formulations, now with an expressly Deleuzian bias, on the writing-artist as SMC conceived and exercised it.

We could summarize everything to the triggering proposition of the text: the act of writing in education could convert the work of thinking into a great party. Multiple sprains and different orders are claimed to this end. Starting with the perspective of two writing modalities which ceaselessly fence each other: the representational and the artistic ones. It is, of course, a question of transferring the contrast between the two in favor of the moving power of the second when facing the inertial character of the first one.

Relying on her usual modus operandi, SMC first cares about weeding the intellectual terrain she has taken for herself. It is a question of emptying, scraping, brushing, cleaning the matter of thought in check, with a view to getting out of what is already thought, thus enabling the act of thinking to conquer a renewed vigor in which new contours of the thought thing can thrive. SMC forces us to start over from scratch, thinking for the first time, to have the redoubled wonderment of the jamais vu.

From which writing, therefore, depart? Of that territorialized, reproductive, circular, progressive, representational, narrative, emotional, figurative, imitative, illustrative, univocal, homogeneous, undifferentiated, saturating, moralist, optimistic, fusional, projective, identifying, internalistic, nostalgic, redemptive, advisory, messianic, prophetic, reactive, quiet, sensible, exegetic, justifying, recognitive, expressive, clear, objective, stratified, monist, bipolar, explainer, finalist, teleological, realistic, and true one.

And to which writing should we cast ourselves? That thoughtminded, transgressive, polyvocal, intensive, energetic, heterogeneous, extrinsic, combinatorial, singular, disturbing, affirmative, cheerful, luxurious, free, foolish, rapist, tragic, impulsive, aberrant, renewed, ill-spoken, glorious, inventive, unfinished, imaginative, anarchic, indiscernible, enigmatic, passionate, impersonal, pre-individual, transcendental, plural, anonymous, depersonalized, mobile, inform, unratified, affective, dismembering, errant, violent, inexhaustible, disparate, dissymmetric, precarious, mutant, mutagenic, nomadic, schizo-analytical, micropolitical, pragmatic, diagramatic, rhizomatic, cartographic, transvaluative, innocent, perspectivist, antiteleological, anti-substantialist, anti-realistic, fictional, fragmented, partial, differentiated, countless, innumerable, dreamy, laughing, moving, becoming one.

What will be its artifices?

A Life from Others

Among the texts yet unpublished by SMC is one which largely condenses what we have attempted to unfold so far. It is one of her utterances during one of her students’ – Cristiano Bedin da Costa – master’s degree defense on August 31st, 2007.

A faithful mark of SMC’s refined elaborations, the text entitled Pro seuchico (For Mr. Chico), by shuffling the different strata of the advising experience, results in a reckoning with life that was desired and realized there: the many people who passed and those to come; the labor without truce; the gestures of writing, as their risks are computed; the joy of encounters, and the pain of farewells; the power of, together, existing for a certain time interval. Here it is:

We must say that one of MCS’ achievements as an advisor was creating the Group of Guidance and Research (hereinafter GGR) related to research on Philosophy of difference and education and to the DIF Research Group: artistations, fabulations, variations at UFRGS FACED.

In her Memorial, presented in 2014, at her promotion to Full Professor, SMC recovered one of her interviews from 2013, in which she unveiled the GGR support lines: an aggregate of students from different backgrounds and levels of training that would join “[…] via the anthropophagy: of texts, authors, ideas, moods, laughter, parties. Philosophically, literarily, and educationally (at least), GGRians constitute a neighborhood of intellectual friendship” (Corazza, 2014CORAZZA, Sandra. Memorial de vidarbo: escrileitura biografemática. 2014. Apresentado à COMISSÃO ESPECIAL DE AVALIAÇÃO para solicitar Promoção à Classe E de Professor Titular da Carreira do Magistério Superior – Universidade Federal do Rio Grande do Sul, Porto alegre, 2014., p. 220).

Note that GGRians could not be reputed as a qualifier but as a style, a way of conducting oneself, a willingness to move through life.

On another occasion, SMC pointed out the reasons why they would remain together: “For camaraderie, worldliness, mannerism, multiple loves, giddy happiness” (Corazza, 2010aCORAZZA, Sandra Mara (Org.). Fantasias de escritura: filosofia, educação, literatura. Porto Alegre: Sulina, 2010a., p. 8).

We thus assume that GGR was, in addition to a substantive part of SMC’s academic life, a continent of valuable experiences, a spot where expansive events took shape and place.

What about the other GGR members? What did those present witness? And, more specifically, what has been said about what happened there?

Concerned with these issues, we pursue–in a circumscribed way, of course–the echoes of SMC’s advising practice in the acknowledgements of theses and dissertations she advised.

Among the 42 dissertations and theses, some do not contain acknowledgements (Zordan, 2004ZORDAN, Paola Basso Menna Barreto Gomes. Arte e geo-educação: perspectivas virtuais. 2004. 378 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2004.; Pereira, 2004PEREIRA, Nilton Mullet. História de amor na educação freireana: a Pedagogia do Oprimido. 2004. 241 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2004.; Dalarosa, 2011DALAROSA, Patrícia Cardinale. Pedagogia da tradução: entre bio-oficinas de filosofia. 2011. 74 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2011.; Frichmann, 2012FRICHMANN, Betina. Viagens guardadas: arte da autobiografemática em educação. 2012. 162 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2012.; and Kings, 2019). Others convey them in a summary way, without further justification (Costa, L.B., 2006COSTA, Luciano Bedin da. Ritornelos, takes e tralalás. 2006. 82 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2006.; Coast, C.B. 2007COSTA, Cristiano Bedin da. Matérias de escrita. 2007. 167 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2007.; Adó, 2013ADÓ, Máximo Daniel Lamela. Educação potencial: autocomédia do intelecto. 2013. 195 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2013.; Matos, 2014MATOS, Sônia Regina da Luz. Procedimentos de escritura e afectologia na alfabetização de crianças: abordagens cruzadas entre a filosofia da diferença e a psicologia intercultural. 2014. 205 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2014.; Abdalah, 2018ABDALAH, Samira Lessa. Currículo e didática da diferença: dançário de EIS AICE. 2018. 169 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2018.; and Dinarte, 2018DINARTE, Luiz Daniel Rodrigues. O congresso: tradução signalética do gesto. 2018. 245 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2018.).

In total, four works include Hugo Corazza, SMC’s husband, among the people to be thanked (Costa, C.B., 2007; Nodari, 2007NODARI, Karen Elisabete Rosa. Além da escola: percursos entre Nietzsche e Deleuze. 2007. 193 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2007.; Heuser, 2008HEUSER, Ester Maria Dreher. Pensar em Deleuze: violência às faculdades no empirismo transcendental. 2008. 183 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2008.; Oliveira, 2014OLIVEIRA, Marcos da Rocha. Método de dramatização da aula: o que é a pedagogia, a didática, o currículo? 2014. 153 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2014.).

As pieces of proof of SMC’s impact on those lives, the most recurrent evocation refers to her intellectual rigor, a type of signal immediately recognizable by those who lived with her in GGR. As Roos (2005)ROOS, Ana Paula. Aprender como acontecimento: um estudo com Gilles Deleuze. 2005. 90 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2005. claimed, SMC was a thinking machine or, according to Acom (2015)ACOM, Ana Carolina Cruz. Didática cinemática: escrileituras em meio à filosofia-educação. 2015. 102 f. Dissertação (Mestrado em Educação) – Universidade Federal do Rio Grande do Sul. Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2015., a motor power.

There are moments that uncover a horizon of forceful dislodging effects that circulated in the formative conviviality with the advisor. This is how some of them vocalized it:

In what has been asserted about SMC’s advising performance, there seems to be a kind of power cord that covers from the events cited above to a kind of inverse power, in which an event stands out among others: friendship.

Added to the dexterity of being available to others without reservation, to offer continence to their “[…] comings and goings” (Nodari, 2007NODARI, Karen Elisabete Rosa. Além da escola: percursos entre Nietzsche e Deleuze. 2007. 193 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2007.). To Cardoso (2001)CARDOSO, Angela Maria Borba. Pareceres descritivos: mo(n)strando a avaliação do escolar. 2001. 100 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2001., her advisor deserved her gratitude due to her “[…] fraternity and the loving welcome.” Uberti (2002)UBERTI, Luciane. Diário de um bebê: governo da subjetividade infantil. 2002. 93 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2002. stressed the “[…] investment and trust spent on me in this production,” whereas Santos (2002)SANTOS, Simone Olsieski dos. No limite – pedagogia e currículo da TV: moldando a subjetividade contemporânea. 2002. 128 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2002. saw in her advisor “[…] seriousness, competence, dedication, persistence, and that was made available helping me to overcome the ‘limits’ of this production.” Bampi (2003)BAMPI, Lisete. Governo etnomatemático: tecnologias do multiculturalismo. 2003. 200 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2003., in turn, thanked SMC for her “[…] professionalism and constant availability.” Ramos (2004)RAMOS, Sabrina Franciane. Arte-cartográfica: uso de ator e devir-criança. 2004. 190 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2004. also highlighted: “Thank you very much, Professor Sandra Corazza, because I learned things of generosity in your company.” Roos (2005)ROOS, Ana Paula. Aprender como acontecimento: um estudo com Gilles Deleuze. 2005. 90 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2005. thanked her for having “[…] welcomed, inspired, and challenged” her. Costa, R. P. (2007)COSTA, Cristiano Bedin da. Matérias de escrita. 2007. 167 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2007. assured readers that “[…] without her accompaniment, patience, affection, and generosity, the completion of this work would not be possible.” Finally, Olegário (2018)OLEGÁRIO, Fabiane. Jogo com arquivos: procedimentos didáticos tradutórios. 2018. 244 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2018. states: “To Sandra Mara Corazza, for her welcome, generosity, and trust in my work,” and Martins (2019)MARTINS, Jailza dos Santos. Abecedário de Aula. 2019. 92 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2019., “To Sandra Mara Corazza, for all the encouragement of reading and writing in her seminars prior to her advising practice and especially for the hard journey with this student.”

In the eyes of her students, SMC taught:

One Life, Many Lives

In the intricate intellectual mosaic SMC carved, several problems unfolded over time, from the germinal discussions around a post-critical education through debates about childhood, didactics, and curricula, proposals around writingreading and transcreating translation to the final topic: dreams. In the midst of such a plethora of ideas, we cannot deny that the means to practice educational research occupied the author’s thought, especially in a frontal way.

Proof of this are the productions in which different address keys are collected to the act of researching education operating in GGR and beyond; thus, in addition to SMC’s students, the members of the Research Network Difference Writereadings in Philosophy-Education (Escrileituras, 2022ESCRILEITURAS. Rede de Pesquisa Escrileituras da Diferença em Filosofia-Educação. Porto Alegre: Faculdade de Educação da UFRGS, 2022. Disponível em: https://www.ufrgs.br/escrileiturasrede/. Acesso em: 5 abr. 2022.
https://www.ufrgs.br/escrileiturasrede/... ). This is, in addition to the 10 different versions of Cadernos de Notas (Notebooks), of the collections Docência-pesquisa da diferença: poética de arquivo-mar (Teaching-researching difference: poetics of the archive-sea) (Corazza, 2007CORAZZA, Sandra. Pro seuchico. Porto Alegre, 2007. Não publicado.); Fantasias de escritura: filosofia, educação, literatura (Writing fantasies: philosophy, education, literature) (Corazza, 2010bCORAZZA, Sandra Mara. Conversatório. In: CORAZZA, Sandra Mara (Org.). Fantasias de escritura: filosofia, educação, literatura. Porto Alegre: Sulina, 2010b. P. 7-8.); Métodos de transcriação: pesquisa em educação da diferença (Transcreation methods: research on education of difference) (Corazza, 2020CORAZZA, Sandra Mara (Org.). Métodos de transcriação: pesquisa em educação da diferença. São Leopoldo: Oikos, 2020.); and Notas de Tradutores [N. T.]: escrileituras de um projeto de pesquisa do CNPq (Translators’ Notes [T.N.]: writingreadings of a CNPq research project) (Corazza; Carvalho; Nodari; Monteiro, 2021CORAZZA, Sandra Mara; CARVALHO, Claudia Regina Rodrigues; NODARI, Karen Elisabete Rosa; MONTEIRO, Silas Borges (Org.). Notas de Tradutores [N. T.]: escrileituras de um projeto de pesquisa do CNPq. São Leopoldo: Oikos, 2021.).

SMC was, of course, a researcher attentive to the circulation of her ideas and those plotted with her partners. Again, proof of this was her commitment to fostering collective publications–always with the presence of GGR members. Thus, the following stand out: Abecedário: educação da diferença (ABC: education of difference) (Aquino; Corazza, 2009AQUINO, Julio Groppa; CORAZZA, Sandra Mara (Org.). Abecedário: educação da diferença. Campinas: Papirus, 2009.); Dicionário das ideias feitas em educação (Dictionary of ideas in education) (Corazza; Aquino, 2011CORAZZA, Sandra Mara; AQUINO, Julio Groppa (Org.). Dicionário das ideias feitas em educação. Belo Horizonte: Autêntica, 2011.); Aula com… em vias de uma didática da invenção (A lecture with… toward an invention didactics) (Heuser; Aquino; Corazza, 2018HEUSER, Ester Maria Dreher; AQUINO, Julio Groppa; CORAZZA, Sandra Mara (Org.). Aula com… em vias de uma didática da invenção. Cascavel: EDUNIOESTE, 2018.); and Breviário dos sonhos em educação (Breviary of dreams of education) (Corazza, 2019CORAZZA, Sandra Mara (Org.). Breviário dos sonhos em educação. São Leopoldo: Oikos, 2019.).

It is true that the agglutinating content of her performance – whether as a mentor, a professor, and a colleague – did not take place without an austere counterpart; now rough, now mocking, always unusual. In the tribute published on the UFRGS’s FACED website one week after her death, the traces of a life that crossed those of so many others are well expressed.

In fact, SMC left unequivocal signs wherever she went, with whom she made contact, in the time she was given to live. A free spirit of Nietzschean proportions, a mixture of lion and child. A little lioness, perhaps.

It is, therefore, correct to admit that SMC’s actions, especially those related to the practice of advising, constituted a laboratory of continuous experimentation that became a more-life space, that is: an obstinate operative soil not only with the effect of expansive movements of thinking/doing education–particularly, educational research–but, above all, with the creation of compositive and distributive modes of existence, since nourished by and nourisher of lives to come. SMC was/is legion.

As Fabiano Neu Pinto (2019)PINTO, Fabiano Neu. Grimório de Eis Aice. 2019. 155 f. Dissertação (Mestrado em Educação) – Faculdade de Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2019. stated in his acknowledgements, SMC “[…] lives in the flame texts of the archive.” Indeed, an unquenchable, profuse, flourishing presence. A mycelium.

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