Abstract

The aim of this work is to present possibilities of the philosophy of difference as a practice of teacher training and to open gaps for an immanent curriculum, in which there can be space for experimental practices. This work seeks to present possibilities of openings of the curriculum to the experience, taking into account some philosophical concepts, mainly the philosophy of difference, to dislocate from transcendental characteristics presented in most of the curriculums which, very often reject the possibilities of creation and innovation, since they aim to produce subjectivities ideologically pre-configured in the modern project. Following authors like Deleuze and Foucault, as well as Spinoza and Nietzsche, we can understand better some terms which have been elected as fundamentals of education, such as: conscience, project, affectivity, essence, and others, and rethink them when we put our thought in becoming. So, we are going to point out a possibility in the use of the concepts of the philosophy of difference to the field of education, and also their connections with Arts and Science thoughts. The result of this work with the thought of the philosophy of difference in training courses for teachers is to lead them to think the importance of another class practice, where the teacher gives himself the chance of experimenting himself, as well as to the students he is trying to affect. With the possibility of the experimentation by the teacher we could proliferate thoughts more open to the differences, by articulating knowledges which seek variation, and not only the homogeneity of which is always the same.