Os devires do território-escola: trajetos, agenciamentos e suas múltiplas paisagens.

Abstract

This paper proposes an analysis of the school in its singularity based upon an ethic-aesthetic Education paradigm. Such approach understands the school as a multiplicity, once it constitutes a rhizomatic web of looks and landscapes. The image of landscapes-school is present throughout the paper and departs from Deleuze’s and Guattari’s concepts of plan, territory, and landscape, arriving at Simondon’s individuation construct. Its mutating contours are outlined in the ritornello movements among the perceptible, fluted plans, and the imperceptible, smooth plans. School, as a piece of art, becomes a political position shaped by disaccommodating experiences leading to Education changes.