Beyond arborescences

brends that cross a public full high school in the state of Pernambuco

Abstract

Based on the Philosophy of Difference and referenced mainly in Deleuze (1990), Deleuze e Guattari (1995), Foucault (1995, 1996) and Rolnik (1987, 1993, 2006, 2011), this article presents an investigation about movements that make up the daily lives of some students at a public school in Full-time High School in the state of Pernambuco. This research is driven by the importance of making territories that constitute us visible and enunciated and therefore interfering with learning, specifically in mathematics. We use cartography as a procedural and interventional research, because as it is done, affections are (re)visited and territories are composed for them. As cartography procedures we used testimonies from 7 students of the first year of Full-time High School. Among these, a student was mapped using a narrative map, combining drawing and narrative. The marks found at a given moment were: lack, discourse related to academic failure especially in mathematics, accountability, deterritorialization, physical and psychosomatic illnesses, family delinquency, escape routes and desires. These marks led us to understand that in addition to an arborescent, linear and orderly school, we have countless variables, unpredictable, uncontrollable, often invisible and unmentionable. These are marks that cross school subjects differently, in their singularity and multiplicity and consequently cross learning, the mathematics and the school.