Uma história de Ariadnes: escola e “atendimento especializado” em um labirinto

Abstract

This dissertation seeks to trace a study about a “specialized assistance for students with school failure status”: how it functions, who are these students and how does this assistance affects them. A story of Ariadnes is narrated; Ariadnes who do not represent personal subjects, they are forces engendered in a research field. As the investigation advances a labyrinthian methodology is developed: a qualitative methodology which is hybrid and multifaceted and proposes neighborhood between a methodless plurality, cartography and ethnography. A labyrinthian methodology which requires a labyrinthian writing in order to weave the twines produced when meeting Ariadnes: questions-twines, twine of names, content-twine, experience-twine, twine of contemporary subjectivations, device-twine and methodologies-twines. It is in the weaving of these twines that some questions are problematized such as: construction of ideals, formation as formatting, dichotomy of normal X abnormal, adjustment of the difference, establishment of sameness, educational contentism, education as means to making the future, movements of resistance, existence in becoming, relationship with the unknown, invention processes, a rhizomic pedagogy, breaking of continuities, deterritorialiations, exploring other ways of existing, inauguration of existential territories.