TY - JOUR

T1 - Affect as future-making pedagogy: A post-qualitative inquiry in Brazilian primary schools

AU - Albuquerque, Paula

AU - Pischetola, Magda

PY - 2022

Y1 - 2022

N2 - Educational research shows a growing interest in ‘affect as peda- gogy’, a concept grounded in feminist studies. This article positions its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a post-qualita- tive inquiry that ”experiments with'' an agentic assemblage of 76 public schools in Brazil, 78 qualitative survey responses, 12 teachers' interviews, and fieldwork observations. The result is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging educational scenarios and a teaching practice traversed by affect. The VwO answers the ques- tion of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. This pedagogy shows the capacity to affect, by creating affirmative desires that materialize in alternative narra- tives for the students’ futures. Affect as future-making pedagogy then, becomes a means of working against exclusion and social injustice.

AB - Educational research shows a growing interest in ‘affect as peda- gogy’, a concept grounded in feminist studies. This article positions its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a post-qualita- tive inquiry that ”experiments with'' an agentic assemblage of 76 public schools in Brazil, 78 qualitative survey responses, 12 teachers' interviews, and fieldwork observations. The result is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging educational scenarios and a teaching practice traversed by affect. The VwO answers the ques- tion of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. This pedagogy shows the capacity to affect, by creating affirmative desires that materialize in alternative narra- tives for the students’ futures. Affect as future-making pedagogy then, becomes a means of working against exclusion and social injustice.

KW - Affect as pedagogy

KW - Deleuze-Guattari

KW - Feminist theory

KW - post-qualitative inquiry

KW - Brazil

U2 - https://doi.org/10.1080/14681366.2022.2046142

DO - https://doi.org/10.1080/14681366.2022.2046142

M3 - Journal article

JO - Pedagogy, Culture & Society

JF - Pedagogy, Culture & Society

ER -