Transescritas da diferença: movimentos para transcriar a educação com Clarice Lispector e Virginia Woolf

Abstract

Trans-writings by Virginia Woolf and Clarice Lispector propel thoughts to trans-creating education, through the devires-writing raised in the works Mrs. Dalloway (2017) and Orlando (2014), by Woolf, and The passion according to GH (2009) and The star hour (1998), by Lispector. The articulation through which the architecture of this study moves is to vibrate, from Lispectorian and Woolfian trans-writings, devires writing with movements of thinking and creating, and from these, to compose and mobilize both literature and education in image-less thoughts that urge us to a trans-creating of education through the signs of learning that come from such dislocations. Literature, philosophy of difference, and education are intertwined in the authors' trance-like languages, creative powers that collide and move away, composing multiple provocations about other ways of seeing, living, and intervening in the educational field. The Lispectorian and Woolfian lines of escape walk with intercessors such as Deleuze and Guattari, Corazza, Bachelard, Barthes, Proust, Rolnik, Passos, Butler, Foucault, Gallo, Tadeu, Zordan. In each exposed crack, a gap opens for thought, moving it to the obscure corners, the abject bodies, the extemporaneous times, the reverse and the indomitable of education, leave their tracks like ghosts, like shadows, like new paints to be transcribed and blurred, like Orlandes and Macabéas, GHs and Clarissas, like humidities and grasses that insist on being born in the most uncomfortable spaces, among others. The violence of the encounter with these writing-devirals triggers the deautomatized thinking, the thinking without image, and then mobilizes new signs of learning. Clarice and Virgínia, in being trans-written here, emit multiple devires-writing, and such devires also provoke trans-creations in education, as they crack into signs of learning, senses, thoughts, creations to move through educating. Both the becoming-writing, of trans-writing, and the signs of learning, of trans-creation, are emulsified in a thought without image that does not try to be homogeneous. This image-less thinking is, on the contrary, an intensive effort of agitation, of difference. The trans-writing arts of Woolf and Lispector flow into a trans-creation of education with difference.