Investigações-vidas em educação

Abstract

In this text, I reflect on my epistemic instability, or on my processes of unlearning, decomposing, uneducating, and migrating, or being left without a place in educational research. I used Jota Mombaça's idea of ​​"break" as a delirious attempt to compose clues to the effects of shouting in times of epistemic war. The argument is divided into Breaks. The first deals with the writing of the text "Trans* Writings as Potential" (2020); the second is intimately linked to the process of supervision in postgraduate studies; the third break is discussed from the creation of ConQuer - Queer Studies and Research Group and other feminist epistemologies (CNPq); and the fourth is the elaboration of the research project "Investigations-lives in education: memories, writings, artivisms and political alliances in education" (2023). I conclude by arguing that life-investigations in education can help us question the idea of ​​the autonomous subject, intellectualized pedagogy (in its disconnection from affects and bodies), and the linearity of pedagogical mediation (FREIRE, 1987). Their provocations arise, forcefully, from the need to enunciate a sensitive knowledge about our survival and affects in educational theories, in training practices, and in everyday life, that is, a life-curriculum, rhizomatic and affective.