Fiandografia: experimentações entre leitura e escrita numa pesquisa em educação

Abstract

Reading and writing walk together as experimentation in a doctorate research in the perspective of taking the reading of a text (or any other thing that we can come up with) that is not only interpretation, but is also experimentation. People experiment, avoiding the impetus of conclusions, risking themselves in a writing exercise that is not in debt to anyone or anything, a proposal or specifically the ideal of a text or a research in Education. The readings crossing the notions of reading and writing in this work, by authors such as Deleuze, Guattari, Barthes, and Larrosa, along with concepts of becoming and happening, allow me to think reading and writing as a (de)forming process. What can reading and writing produce as movement of learning, thinking, and living in a research in Education? The writing that moves and is moved, which is made along with the experimentation of reading, is developed in a fog of intention which persists between the crossings of life: such as unlearning a little about oneself, destroying things that do not want to be conceived as ours, but that are kept deep into the flesh. These (un)constitutions are about just one process: a doctorate student s process, a (de)forming process, any other process a process of how to experiment with reading and writing in a doctorate research in Education and with what is here called in a twisted and foggy way (de)forming, experimentation, learning. Thread-writing, name given to mean the construction of relations between reading and writing, composes a capable and open weave-fabric/texture that gives body to the research as a path, a trace-weave-sewing of writing threads in a research. This thread-writing persists in teaching, in shared spaces and times, together with the discourses that make us ill. Conjugating writings: a cure, an endless thread-writing.