O investigador libertino e a infância como indeterminado: A escrita científica enquanto ethos inventivo em duas propostas de autorreflexão e desterritorialização do sujeito escolar

Abstract

This article is a methodological dialogue between two on-going research projects: The libertine researcher - Inquiry as an exercise in the exteriorisation of thought processes and the transformation of life and The education of children as an initiation rite - Essence, method and archetype. Based on the notion that discussing the contents of a research project is inextricable from reflecting on the construction of the object of study itself; and on the idea that it is by encountering the other that one can decentralise, amplify and redirect one's thought processes towards the unforeseen, we propose an exchange between two research itineraries linked by a common conceptual framework (elusive or indeterminate; assemblage and becoming). Both inquiries promote the idea of scientific writing in the Humanities as a possibility to access an inventive ethos, to exercise self-reflection and dislodge the researcher from his condition as a school subject. The libertine and the child are used to display the fragile and potent condition of the researcher, a figure who oscillates between an apparatus that captures and defines him, and an undetermined space where he may experience the potentiality of uniting that which schooling has historically separated: being and invention, life and thinking.