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This article proposes to raise a series of problems to try to think of the possibilities of teaching philosophy as a process of resistance and struggle against what Deleuze and Guattari called 'enemies of philosophy: the post-Kantians, the German philosopher Friedrich Hegel and especially, marketing. Based on the criticism developed, we will also address how the teaching of philosophy could create escape lines from what Silvio Gallo called 'higher education'. We intend to think about philosophy and education based on the philosophy of difference by Gilles Deleuze and Félix Guattari. The idea is to treat philosophy as a concept creator based on the idea of ​​'concept pedagogy', which would enable us to problematize a philosophy teaching practice, establishing as a field of conversation, the philosophy of difference and its teaching, that is, such formative practice intends to act through loopholes, giving rise to the possibilities of students to escape, as far as possible, from control forms and devices.

The presence of events as a phenomenon, and its counterpoint, the habit, echo in a continuous interrelationship over the whole plot of the novel The Plague(1947) by Albert Camus. This article consists of investigating the concept of event and its relations with the mediating notion of language -in the same way as the idea of resistance- in the light of a reading of the reflections of Gilles Deleuze, Slavoj Zizek and John Caputo about this subject. Therefore, possible correlations between fictional construction and philosophy will be exposed in the analysis of this work, which is considered one of the most symbolic of the 20th century.

Nzikitanza for accordion, violin, cello and tape was written in 2012 as a reflection on the deployment of Sicilian territory for NATO and US military operations. In particular, the piece was inspired by the then newly formed resistance committee against the MUOS in Niscemi. This brief commentary will illustrate a priori and a posteriori reflections on the status of the piece as a contribution to forms of antagonistic culture.

We start from the critique about the spetacularization of the cities and purpose the necessity of to return the political character of the public space through the valorization of the bodily experience of the cities, presenting the idea of bodygraphy as a possibility of micro-resistance to these apolitical and segregator process. The public space, if recognized by excellence as the conflict locus, includes agents and mobilizes agenciaments much more diverse and contradictory than people would like and are used to identify. While the art, if is recognized as the experience locus, promotes space-temporal perceptions much more complex than the moralized and individualists effects that are normally attributed to the scenography contemplation ; Partimos de uma crítica à atual espetacularização das cidades e propomos a necessidade de restituir o caráter político do espaço público por meio da valorização da experiência corporal das cidades, apresentando a idéia de corpografia como uma possibilidade de micro resistência a esse processo segregador e apolítico. O espaço público, se reconhecido, por excelência, como locus do conflito, inclui agentes e mobiliza agenciamentos muito mais diversos e contraditórios do que se desejaria ou se costuma identificar. Enquanto a arte, se reconhecida como locus da experiência, promove percepções espaço-temporais muito mais complexas do que sugerem os efeitos moralizadores e individualistas normalmente atribuídos à contemplação cenográfica.

In the paper, from a systematic analysis of the literary production of Brazilian Indigenous writers, we will argue that, since the middle of XXs, Brazilian Indian peoples start to affirm and use the public sphere, in terms of activism, militancy and engagement, as the strategy and the place par excellence to the thematization of national Indian condition, as reaction to processes of social-economic expansion and political-cultural negation which put in check their own existence, refusing also the technocratic paternalism and dependent responsibility imposed to them. With the purpose of consolidating themselves as active public-political subjects, they opted for school education and for the appropriation of epistemological tolls and digital techniques which allow them to insert in the national socialization, to modernize politically, culturally and epistemologically in order to streamline a perspective of criticism regarding our conservative modernization from the internal communitarian self-organization and the construction of a network of collaboration among the indigenous nations. This posture leads to the deconstruction of the image cultural and normatively produced in terms of colonization, of a savage, rude and barbarous Indian, restricted to the more far corner of forest, incapable of civilization; and, in its place, it is consolidated exactly the role of the socialized Indian, in the full capability of political citizenship, producing and publicizing the own knowledge, culture and art. From the appropriation of school education and of these epistemological-digital tools and techniques we go, therefore, to an activist, militant and engaged posture in the public, political and cultural sphere, by means of the correlation of Indian Movement and Indian literature, in which the promotion of ethnic-anthropological singularity is in the basis of the criticism to modernity constituted and performed by Indian peoples, their intellectuals and writers.

This article presents some of the results of the "Experimental project of the book 'Street Writings: graffiti and pixação of the city of Manaus'" developed as a final paper apresentation of the course of Social Communication, Journalism, at the Federal University of Amazonas. We adopted the expression "street writing" because it is a frequent self-denomination among artists working in this segment, as well as the spellings "graffiti" and "pixação" because they do not have a consensus among authors. We understand the city as a production space of languages ​​and communication where the graffiti and pixação are signs systems that articulate a place of occupation and resistance. Disclose Manaus's street writings is importance as a record, and it is an invitation to broaden the eyes, especially among scholars in communication.

The fiction corresponds to a style of writing that supports the construction of narratives capable of wrestling the writer from himself in a sense that, through the experiment of language itself, it constitutes aesthetically. When we observe the works of Nietzsche, we perceive that there are a plurality of literary styles, often composed by aphorisms that demand another performance: hyperbolic writing. Through artistic writing, Nietzsche creates a world understood as the will to power in which he gives himself as a character among other psychological types. Already in Foucault's philosophy the striking feature of his works is the historical tone with which he approaches his themes. However, as he himself affirms in some interviews, he writes nothing but fictions, selects and organizes historical statements by creating various scenarios, subjects and objects of his speech. This style present in both contacts the outside provoking a repositioning of the reader, which is affected by promoting, as an effect of subjectivation, a political repositioning of insubmissão of not wanting to be governed in this way.

O momento de ataques à democracia e ruptura com políticas desenvolvidas pelos governos populares (2003-2016), no Brasil hoje, vem produzindo reverberações na política educacional e tem encontrado diversas resistências. Propomos neste texto, tratar das especificidades dessa forma de resistência que foi a realização da CONAPE, em maio de 2018, em Belo Horizonte. No desenvolvimento de nossa argumentação, primeiramente situamos o golpe e suas consequências no contexto do que chamamos de tsunami conservador transnacional que opera em diferentes dimensões e aspectos da vida social, em que vamos tratar das resistências em geral, e da CONAPE, em particular, apontando que a luta por um mundo justo e solidário não se deixa paralisar. ; The current scenario of attack on democracy and rupture with policies developed by popular governments (2003-2016) in Brazil has been producing reverberations in educational policies not without resistance. This article proposes to address the specific form of resistance that CONAPE (National Conference on Popular Education) held in May 2018. In the development of our argument, we first situate the coup and its consequences in the context of what we call a transnational conservative tsunami that operates in different dimensions and aspects of social life, in which we will deal with resistances in general, and CONAPE in particular, pointing that the struggle for a fair and solidarity world that does not allow itself to be paralyzed.

Faced nowadays with the words teaching, curriculum and school, the verb to resist sounds like an inescapable premise to the possibilities of fairer, more solidary and democratic social forms. Based on results from researches on the production of curricula and teachers training, we seek, through teacher narratives, to map resistance movements of the public and the common in everyday practices. We argue that forms of resistance do not necessarily arise as responses to hegemonic logics and to agendas that reduce life to economic interests. To resist, in the dialogue that we establish with authors from the field of philosophy, of the new epistemologies and of the studies of everyday life, implies in the ordinary and everyday production of the forms of existence. ; Diante das palavras docência, currículo e escola hoje, o verbo resistir soa como premissa incontornável às possibilidades de formas sociais mais justas, democráticas e solidárias. Partindo de resultados de pesquisas quanto à produção dos currículos e à formação docente, buscamos, através de narrativas docentes, mapear movimentos de resistência do público e do comum em práticas cotidianas. Argumentamos que as formas de resistência não se produzem, necessariamente, como respostas às lógicas hegemônicas e às pautas de redução da vida aos interesses econômicos. Resistir, no diálogo que estabelecemos com autores do campo da filosofia, das novas epistemologias e dos estudos do cotidiano, implica na produção comum e cotidiana das formas de existir.

This paper analyzes Foucault's concept of friendship both as relationship and way of living resistant to normalization promoted by biopower. We start by the description of the features which establish State as political form in its inner relations to biopower. Afterwards, we approach the historical profile of subjectivation processes and observe that the active or passive attitude with regard to them might accordingly determine the submission or autonomy of our subjectivity. In order to close, we discuss the importance of Philosophy to the establishment of friendship, with special regard to possibility of thinking with respect to a theory of relations. ; O artigo trabalha a noção de amizade em Foucault como um modo de vida que se opõe ao processo de normalização empreendido pelo biopoder. Inicia com uma caracterização acerca do Estado Moderno. Logo após, aborda a historicidade dos processos de subjetivação e de como a atitude frente a estes implica estados de maior autonomia ou sujeição. Em seguida, aborda a amizade como resistência à normalização, situando-a em relação ao prazer e à sexualidade. Por fim, discute o papel da filosofia no processo de constituição da amizade, particularmente quanto à possibilidade de pensá-la por meio de uma teoria das relações.

Community Land Trusts are established models designed to protect the maintenance of vulnerable communities in certain territories. The figure emerges in the United States in the 1960s, tied to civil rights movements and the population living in rural areas. The present article will evaluate the potentialities and limits of the application of the Community Land Trusts instrument in Brazil as resistance and biopotent practice in an urban space marked by high percentages of irregularity and by a serious situation of socio-spatial inequality. In a context that worsens after the mega-events at the beginning of the second decade of the twenty-first century and with the democratic rupture and deepening of neoliberal logic in cities from 2016 onwards, it is necessary and urgent to establish new practices and forms of property management in a way to draw possible subversions to the logic of Power. CLTs are proposed here as a form of subversive legal practice, either from the defense of the design of a specific legislation on the subject, or by the use of existing legal instruments in order to base the creation of an emancipatory proprietary model. ; O Community Land Trust é um modelo estabelecido com vistas à proteção de permanência de comunidades vulneráveis. Ela surge nos Estados Unidos, na década de 1960, atrelada aos movimentos por direitos civis e à população residente em áreas rurais. Este artigo busca avaliar as potencialidades e os limites de sua aplicação no Brasil enquanto resistência e prática biopotente em um espaço urbano marcado por elevados percentuais de irregularidade e por uma grave situação de desigualdade socioespacial. Em um contexto que agrava após os megaeventos no início da segunda década do século XXI e com a ruptura democrática e o aprofundamento da lógica neoliberal nas cidades a partir de 2016, torna-se necessário e urgente o estabelecimento de novas práticas e formas de gestão da propriedade que desenhem possíveis subversões à lógica do Poder. Os Community Land Trusts são propostos aqui como forma de prática jurídica subversiva, seja a partir da defesa da necessidade de uma legislação própria sobre o tema, seja pela utilização dos instrumentos jurídicos já existentes de forma a basear a criação de um modelo proprietário emancipatório.

By investigating the possibilities of recovering the playful dimension of teachers working with young children, a main requirement for teaching, this article presents and discusses teachers' testimonies on their concepts and actions regarding plays/game, as well as observations of school days in one of the kindergarten/preschools of Universidade de São Paulo (USP). To do so, we did a qualitative case study with a group of 5-year-old children and their teacher, in addition to collective moments with the other children and teachers. We also conducted semi structured interviews with the observed teacher and the only male teacher in the staff. Moreover, we collected and analyzed documents, such as the Political Pedagogical Project of the institution. Data analysis was done articulating the Brazilian and foreign production of recent researchers on the field of childhood education pedagogy and social sciences (sociology and anthropology), and on the interface with arts, mainly corporal ones, in early childhood. When trying to understand how an education of sensitive listening and children protagonist, focused on the creation of playful spaces, times, and relations took place, we could see ways of fighting and territories of dispute for the right of kindergarten/preschool and, therefore, a reference and a resistance in favor of Brazilian Early Childhood Education. ; Ao investigar as possibilidades de retomada da dimensão brincalhona de professoras e professores que atuam com crianças pequenas, principal pré-requisito da profissão docente, este artigo apresenta e discute relatos de professoras/es acerca de suas concepções e ações em relação à brincadeira, assim como as observações de suas jornadas educativas em uma das creches/pré-escolas da Universidade de São Paulo (USP). Para tanto, foi realizado um estudo de caso, de caráter qualitativo, com um grupo de meninas e meninos pequenas/os (5 anos de idade) e de sua professora, bem como momentos coletivos com as demais crianças, professoras e professor da instituição. Também foram realizadas entrevistas semiestruturadas com a professora da turma observada e com o único professor da equipe, além da coleta e análise de documentos, como o Projeto Político Pedagógico da referida creche/pré-escola. As análises dos dados foram realizadas em articulação com a produção brasileira e estrangeira de pesquisas recentes no campo da pedagogia da educação infantil e das ciências sociais (como a sociologia e a antropologia), bem como na interface com as artes na primeira infância, sobretudo com as corpóreas. Ao buscar compreender como ocorria uma educação de escuta sensível e de protagonismo infantil, centrada na criação de espaços, tempos e relações brincantes, verificaram-se caminhos de lutas e territórios de disputas pelo direito à creche e, por isso, de referência e de resistência pela Educação Infantil brasileira.