Escolas Invisíveis: dobras para uma críptica da visão pura

Abstract

This work develops a philosophical, political and pedagogical approach to the concept of invisibility, exploring its potencies, rather than its more commonly highlighted negative connotation. It tries to point out the dangers of a growing hyper-visibility that characterizes the socio-cultural, political and educational processes of the beginning of the century and to demonstrate how the school can be a space-time where it is possible to resist this tendency through a cryptic practice, or that is, to escape from the fascist devices of visualization, presented through an idea of total or pure vision. The first part of the text deals with establishing a conceptual field to support this perspective – through a bibliographic composition and the rescue of a less photocentric tendency in the history of Western thought – and with establishing a contextual field, analyzing the updates of the power diagrams in our present time. Afterwards, it analyzes the theoretical and practical conditions of a gesture that can resist these forces, through the confrontation with a binary perspective of the conceptual pair visible-invisible – proposing a fractal perspective through the concept of fold – and through the analysis of the possibility of a cryptic gesture, which can relate to the objects of reality without engendering them in the biopolitical capture devices to which the fields of knowledge are subject. In the second part of the text, from this conceptual field developed and from field research made of the collection of narratives through interviews with several actors of the school environment, the work seeks to study the elements of the school space-time to demonstrate how and through which micro processes the minority and invisible forces develop these cryptic gestures there. It seeks, through the collected narratives, to show how these minor gestures represent movements of attention and care, which fold into minimal philosophical and political gestures, capable of deviating from the assemblages of visibility that make up the fascist idea of pure vision, precisely through its minority (and not by becoming major or hegemonic). The thesis concludes with a proposal for an epistemological and political path for studies in education in the next century, which can be capable of overcoming the vectors of intentionality and adequacy that increasingly dominate the field, in favor of a pedagogy of attention and care for life.