Resumo

MUNHOZ, Angelica Vier. For Nomatic Teaching: in defense of a movement policy. Educação. UNISINOS [online]. 2019, vol.23, n.3, pp.425-438.  Epub 04-Maio-2020. ISSN 2177-6210.  https://doi.org/10.4013/edu.2019.233.03.

This paper aims to put teaching into perspective by considering a policy of thought movement, regarding it as a vector for existential creation. It is about investing the teaching practice as a nomadic potency in terms of thought experimentation, i.e. an open place to think and, in this sense, a territory for creation. From this perspective, one could ask: How can the kind of teaching that is able to give consistency to the movement of thinking be produced? Such question is grounded on philosophy of difference authors, especially Deleuze, Guattari and Foucault, as well as other thinkers, such as Gilles Boudinet and Gonçalo Tavares, who contributed to the construction of an operative conceptual planning. Finally, the text advocates a kind of teaching that can trigger a gesture to both take and boost our thought, thus providing it with matter for conceptual creation.

Palavras-chave : Teaching; Thought; Movement.

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