THE DELEUZIAN PROCEDURE OF CREATION: CONTRIBUTIONS TO THINK ON TEACHING AND THE (MATHEMATICS) CURRICULUM

Abstract

This article discusses the power of the singular way in which Deleuze performs the reading of the authors who affected him, through the deviations he made when expanding such readings in the production of his concepts. Deleuze reads and proceeds by cutting, pasting, and creating, that work by arranging and connecting variables, close to an algebraist who establishes relationships between distinct parts. We argue here that this way of reading-and-manipulating can serve to the reading of the larger, official, curriculum, in order to create teaching gaps of minorization. Thus, we question the hegemonic (mathematics) curriculum, which aims at the standardization of behaviors and at utility as the value of knowledge.