Cartography and imaginary: theoretical-methodological crossroads in the territories of research in education

Abstract

In this text, we draw lines that we believe to be the threshold territory between the cartographic thinking of Gilles Deleuze and Félix Guattari and Gilbert Durand's anthropological theory of the imaginary, in order to contribute an epistemological perspective to education research. We reflect on how the articulation between the theoretical-methodological elements of cartography and the anthropology of the imaginary can contribute to the insertion of dissident narratives in the investigative and epistemological field of Education. To do this, we used the following dimensions: aesthetic recurrences, in which we associated notes related to the apprehension of the world through the sensible and the valorization of images; and epistemological re-readings, whose theoretical associations refer to the ontological destruction of the Subject and the prevalence of dynamic movements. We argue that, in the face of singular systems of thought, territorially demarcated, the experiments experienced in doing research in Education, through the construction of cartographies that include imaginative drifts, are suggestive of openness to wandering, to dissidence that produces subjectivities within the educational field.