STUDENT COLLECTIVE AND HETEROTOPIC CURRICULA

lines of escape in Higher Education

Abstract

The article derives from researches with student collectives in higher education and essays to intertwine this inventive phenomenon with the field of curriculum. Mobilizing the ethical-aesthetic-political perspective and the cosmoperception of Deleuze and Guattari, the cartography with the existential territories of multiple collectives (black, indigenous, women, mothers, LGBTQIAPN+, people with disabilities, autistics, etc.) indicates that their emergence has constructed heterotopias, a Foucaultian concept, in the university. Notable effects have been: (1) contribution to the qualified retention of students, (2) a substantiated political formation, an element of utmost importance given contemporary historical confrontations, and (3) a differentiated professional formation, including counter-hegemonic studies and epistemologies, beyond the institutional “offers”, dynamizing other relations of power and affection. The forces that mobilize and the forms that express them in their practices are, therefore, producing heterotopic curricula. The lines of escape that produced the heterotopic curricula point to a co-production of subjectivities and multiple worlds, whose differences in their singularities do not lose the meaning of the rhizome. In other words, what collectivizes them, what aquilomba them, what aldeia them, does not make them lose the meaning of what they all largely desire: to have their existences composing with dignity the historical directions in differences and plurality, building a world that refuses projects of death, on the contrary, building worlds whose active vital forces are potentialized.