THE LONELINESS OF AN EVERYDAY EDUCATION
DOI:
https://doi.org/10.15687/rec.v16i3.68488Keywords:
Everyday life, Curricula, LonelinessAbstract
This text is the result of a thesis production, attempting to problematize the prevailing experiences of loneliness in contemporary education, characterized by notions of lack, melancholy, and precariousness, which confer a negative status to loneliness. Drawing on intercessors such as Deleuze, Guattari, and Nietzsche, it points to alternative ways of considering loneliness within curricula, detached from the understanding of the human being as a weakened subject. It brings curriculum production closer to a "good loneliness, free loneliness, which allows you to continue being good in any sense" (NIETZSCHE, 2005, p. 35), mapping the intensified processes of curriculum production fueled by the power of loneliness as an affirmation of a disrupted life shaped by becomings that compel thought in pursuit of non-subordination. It seeks to highlight the practices of creating unprecedented spaces in the field of curriculum, fostered by loneliness amidst contemporary productive logic in its multiple possible senses within the context of everyday education.
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