Research with everyday life of Education

problematizations and inventions of worlds

Abstract

The article aims to problematize the research model in Education which, by supposing a pre-existing reality, with its data waiting to be collected, emphasizes the need for descriptive, explanatory and/or analytical practices, in which writing, assumed as an attestation of the veracity of past events, is established by means of an author-authorship endowed with a full and founding consciousness, capable of creating forms of representation of reality. In a different way, we bet on a research dimension of becoming, with emphasis on the cartographies of conversations, which launches us into the midst of experiments with everyday life, and encourages us to follow flows, to accompany processes and to become entangled in dilution movements of individuals-facialities, as we are much more interested in the poetics of the forces of the livable and in the reverberations of events, than in the defense of the protagonism of conscious identities. In this way, the article defends an ethical-aesthetic-political commitment to research on everyday life as a possibility for inventing more plural and inclusive worlds in Education.