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Abstract

This work has been developed from the perspective of philosophy of difference and its interlocutions with Education, Art, and Philosophy. It focuses on students’ writings found on desks, doors of school restrooms, notebooks, classroom walls, and back of tests and papers. From this object – students’ writings –, this work has attempted to answer the following questions: Are there other ways to write at school that escape from institutional formats and conventions of formal writing? How can those writings produce modes of subjectivation? These writing are understood here as something minor; on connecting with marginal, anonymous, infamous potencies, they subvert the school writing that is grounded on the representation model instituted by the major education. Some concepts from philosophy by Gilles Deleuze, Felix Guattari and Michel Foucault have been used in an attempt to weave the web of this research, which restlessly searches for exits, adjacencies and breaches for writing rehearsal. It attempts to tighten, in molecular lines, the ties of “being” in order to foster the invention of other forms of writing. In this sense, this study aims at disarranging what has been naturally given, betting on the problematization of writing in accordance with instituted models and patterns that have legitimated its automation linked to truth/knowledge notions that, by being advocated by major education, have been reproduced at school. In this work, minor writing opposes interests of homogeneous, representational, redemption writing. This study tries to fight the representation logic, thus unstabilizing totalizing, universalizing pretensions that have been assigned to norms and rules of “good” writing. This study has approached “other” possibilities of thinking about students’ writing that go beyond good and evil.