THE SCHOOL AS A TERRITORY OF INVENTION AND DIFFERENCE: INVENTIVE LEARNING AND THE FORCES-RESISTANCES OF CURRICULA-EXPERIMENTATIONS

Abstract

This article discusses the school as a space of life, creation, and invention. It problematizes standardized curricular models that regulate time, content, and teaching methods. It draws on the Philosophy of Difference with Deleuze and Guattari and on studies of cognitive politics with Kastrup. The text affirms the school day as a territory of multiplicities, affects, and inventive processes. The research, developed in a municipal school in Serra with teachers and children from the 1st to the 4th grade, starts from the understanding that learning is not limited to recognition, but emerges as inventive practices that produce new ways of existing. Be following processes of deterritorialization and reterritorialization – forces that traverse everyday school life – the article argues for curriculum-experimentations conceived as living, collectively composed processes. The study shows that, despite disciplinary segmentations, the school’s everyday life generates lines of flight and singular modes of functioning, revealing the inventive potency of practices and encounters that challenge normative structures. By problematizing, creating, and reinventing, these experiences affirm the school as a territory capable of shaping worlds, subjectivities, and new ways of thinking about curricula, teaching, and education.