A imagem do pensamento na educação a partir da filosofia da diferença

Abstract

The present article aims to explain how the images produced in school every day can lead students to produce thought. The intention is to indicate that, by crossing pedagogical practices, the images enable other forms of teaching-learning. For this we use the philosophy of difference of Deleuze and Guattari, which has an interest in singularity and multiplicity. Such thinking does not have as a presupposition the search for universals and totalities as occurs in the philosophy of representation. This way, we intend to problematize how the affections produced by the images can put the thought into movement.