Encontros de saberes: corpo, afeto e potência criadora

Abstract

The world is made up of a multiplicity of expressions of knowledge and actions that are actualized in different ways of existing. From this perspective, we recognize the importance of welcoming the potential to learn from difference, valuing the encounters that take place at school. In this sense, we are driven by the question “what affects emerge in the student-body of the Nossa Senhora do Rosário community (Parintins-Am) from the encounters between living knowledge and school knowledge?” which sets out our research concern, to understand what affects emerge in these encounters in the school space. Along this path, we drew up compositions with the philosophy of Difference, especially in the works of Spinoza (2021), Deleuze (1999, 2002, 2005, 2012, 2019) and Bergson (2010 a; b, 2019), articulated with indigenous epistemologies and anthropological perspectives. Cartography was used to map living knowledge, such as fishing, farming and hunting, which constitute the community's memory and are updated in everyday practices. The results of the research enabled us to take action to make the school space favorable to good encounters by holding expression and creation workshops with the students. Mapping these practices has helped to create a school environment that is more receptive to the knowledge of experiences, favoring the production of joyful affections and expanding the students' power to create. The approach shows that the affects that emerged vary between the passive and the active, and can be intensified by encounters that value difference and the collective. Therefore, we understand that the school space, by welcoming multiplicities, can expand the possibilities for creation and transformation in educational processes.