What happens in the middle?

Abstract

This paper ponders on ways that emerge from an assumed starting point of some-learning to the final object, if it exists, where learning would reach completion in a desired knowledge. Through appropriate concepts, especially from Deleuzian philosophy, we guide ourselves in multiple experiences that envision paradoxes and hieroglyphic encounters that the middle – the uncertain place between what is taught and what is learned –, brings out to education researchers. From the given explanation to the artistic learning movement a long way unfolds. This middle path is infinite and packed with paradoxes and necessary encounters that guide us to another-learning beyond the aimed one, since it sustains itself in the art of deciphering worlds of signs full of meanings.