Resumo

OSBEL, Letícia Dell’  e  LUNARDI-LAZZARIN, Márcia Lise. Trajectivities: other ways of researching, thinking and being in deaf education. Acta Educ. [online]. 2024, vol.46, n.1, e65631.  Epub 01-Dez-2024. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v46i1.65631.

This article invites us to think about the post-structuralist perspective in educational research, specifically in the field of deaf education, in the scenario of inclusive education. To this end, it seeks to use Virilio's (1993) concept of trajectivity as a theoretical-methodological operator aligned with a post-structuralist perspective, as a power in the composition of writing-life-research that is concerned with thinking about the modes of production of a different kind of teaching and education with deaf people in common schools. The power of this concept is mobilized, recognizing the production of a trajective teaching in education and research as other ways of teaching and educating the deaf, as a possibility of tensioning the relations of knowledge-power-truth. Trajectivity, as a theoretical-methodological path, welcomes essayistic writing as the (de)formation of a self that becomes trajective with other-united and with its relations in education, producing its existence-doctrine through the wandering of the writing-life-research that it composes. The subjective teacher-researcher established new relationships with herself, with others and with the processes of schooling in the common school as she became subjective to the experiences-marks of her teaching. We have chosen some clippings of subjectivity from the Master's research process to announce the possibility of experimenting with other investigative modes that can transgress fixed, hegemonic and structuralizing research paths. In this way, the article announces trajectivity as a movement that takes place while walking through the in-between of a life-research, composing a becoming-research through the exercise of essay writing. In view of this, it proposes the invitation-desire to welcome trajectivity as a possibility for a subjective movement of thought and relationships in educational contexts. Trajectivity is also presented as a possibility of fracture and transgression of the dominant investigative processes of doing research through the ethical and aesthetic movement of life that it assumes.

Palavras-chave : post-structuralism; teaching; common school; trajectivity; deaf education.

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