Subjetivações em meio à vida universitária: aprender inventivo num tempo de escrileituras.

Abstract

This study’s aim was to capture ways of subjections interfacing with learning which is limited through university environment. Beyond evaluation criteria and psychological paradigms, it has been sought the theme of learning through Philosophy of Difference, permeating the scope of inventiveness (KASTRUP, 2007). In that direction, it was found in Deleuze (2000,2010b) the idea in which thought produces a difference when coerced by the encounter of the signs that push them, unfolding, then, something that set it a new meaning. We started with an educational context which is in continuous change front of population and sociocultural growth given the new ways of entrance in tertiary education, in the last years, where has been noticed a lack of achievement of academic fellows from Universidade Federal de Pelotas students’ assistance. This boosted, at first, a conduction of a document analyses (LUDKE; ANDRÉ, 1986) with 577 students who did not achieve an average of 70% in 2013/1. The quantitative data obtained through EPI INFO and SPSS soft wares, using the statics tests ANOVA and Test-t to analyze the variables in exposition, associating them to academic achievement were articulated to cartographic method (PASSOS; BARROS, 2014). In a second moment of the investigation, we selected , from all the subjects investigated, a group of 12 students, who participated in 5 workshops with existential themes, namely: freedom, loneliness, body, desire and love. In cartographic composition, we operated with writing - reading (CORAZA, 2011), coengedering reading and writing under the form of a catalyzer from an inventive learning. The results indicated that lower academic achievement is less related to cognitive difficulties and more to contingences of academic context, psychic suffering and heterogeneities, in which the subjectivities (GUATTARI, 2012) emerge as existential territories in provisory conditions. Being apart of identity and representative processes , the study showed a conjunction of university students deterritorializing: students who sometimes feel imprisoned, reproducing models, sometimes trace escaping lines in their power to act, sometimes profiling refrain in movements that are transfiguring themselves into becoming. On the different geographies, varies family compositions, different types of home, several ties with graduation courses and the University, the students singularities gain expressions that are mainstreamed by the ways of being young, which permeate learning through life. Thereby, the quantitative data, the workshops, the subjectivities dissociate from learning, the Institution rhizomes, at last, provoke transformations in the researcher, producing a cartography of the unrest that reverberates, in a problematic field, a chance to think in others Educational and Clinical practices.