Starting from the poetic image that the end of Tristan and Isolde leaves us with -a bush linking two tombs-, and the images of the swallows, the dragon and the filter, it is proposed to travel to the deep complexity that the link between Tristan and Isolde means, in order to contemplate the roles of: moral luck in this legendary love, the emotions that mobilize the actions of these lovers, and finally, self-reflection as a process that encourages the address of ethical aspects in a classic piece of universal literature. This work is introduced as a feasible narrative approach to bring to the classroom and help with the emergence of the figure of moral luck as a trigger for global and individual reflections, on the path of thinking and self awareness.

Suspension points . . . would we be experiencing a crumbling in the arrow of time? Or is it just another movement of the same repetition, when we long for a 'return'? Post-colonel(ies) times! About the pulses. Overflowing signs f(r)ictioning time. Willingness to expel the need for a determination to relate thoughts to cognitions; everyday experiencies to realities; times to chronologies; fictions to nonexistences. On the gaps. Glictch art and disasters. The power of noise. To (dis)educate? About the places. Ephemeral time-spaces, far from equilibrium, cracking the cities scenarios plan. For the educations. Of the gestures. Minimums. Intensives. Within parentheses. To move forces, other ones, in noises, traces, wires, photographs, streets, places, suspension points, parentheses. Tiny gestures and intensive bodies drilling the capitalist machine structure, perforating the sensations and desires domestication.

The article investigates the pedagogical proposal of the “Capacitação Inclusiva” Project, developed at the Associação de Pais e Amigos dos Autistas de Guarujá (APAAG), a city on the south coast of São Paulo, between April 2021 and January 2022. Art in its structure, the Project announced the desire to promote “culture and art in the municipality, creating cultural programs and actions for people with special needs”. (APAAG, 2021, p. 7). It is intended to debate, from the unveiling of the knowledge sorted for circulation in the Project, and in the determination of its language, which views about the autistic learner and about Art constitute “Capacitação Inclusiva”. It is estimated to confront such perspectives with contemporary notions of Art/Education, Disability Studies and Cultural Action, with the objective of understanding how the Project mobilizes itself in the fulfillment of its formative intentions and the expansion of culture. It is also a goal of the article to present an artistic-pedagogical proposal that was built at APAAG, based on the principles of a border pedagogy, in the terms of Henry Giroux, from the understanding of the right to aesthetic learning of autistic people.   &nbsp

In this reflection-collage article I propose the construction of a first-person narrative threading between the epistolary forms of our time (email) and narrative in order to address female authority (Muraro, 1994; Cigarini and Muraro, 2013; Irigaray, 1991) and the pedagogical relationship (López Carretero, 2011) in Depth, along with their possibilities for creating a place to be other ways of stablishing a relationship with the world. The importance of the recognition of the process of becoming a woman (Braidotti, 2015) and of starting from oneself will be argued, as well as the need to new forms of pedagogical writing that allow us to "invent" our voice (Larrosa, 2011). Keywords: female authority, narrative, pedagogical relationship,

An article on dissident epistemologies that itself stands as a dissident epistemology. Written by a person who, to begin with, declares themselves as not-a-person but rather as someone who speaks as a collective assemblage of enunciation. Epistemologies are conceived as something inseparable from the bodies that produce them, therefore as something more complex than just intellectual knowledge. Dissidents are those who think in other ways and who deviate from the hegemonic idea of the European colonizer of understanding knowledge as, objective, neutral, impartial and universal. Dissident epistemologies are then partial, always made from a certain perspective, non-universal, subjective and political. They are the voices of the minorities that affirm other worlds to come. The companions on this journey are Nietzsche, Deleuze, Guattari, Foucault and other genius poets.

Fatphobia is a structurally based prejudice. In the Brazilian scientific universe, our research is often undervalued in graduate programs, scientific journals or research groups. PESQUISA GORDA is a group of transdisciplinary studies of fat corporalities in Brazil, with the purpose of building knowledge about fat bodies, distancing itself and even revising biomedical knowledge that pathologizes and stigmatizes these bodies. With a strategy of inserting this debate in the academic universe, within an activist perspective, we propose localized, feminist and social transformation knowledge. They are dissident research carried out by divergent bodies, which carry out decolonial research in which affection, emotions and deterritorialization of bodies take place. In addition to a critical bibliographic analysis on decolonial knowledge, subaltern epistemologies and studies of the fat body, we present in this article how this group of fat people has been organizing since 2017, the interdisciplinary areas of research, their actions and the construction of new knowledge that militate for the violence to fat corporeities.

This paper aims to conduct a careful reading of the text Black Skin, White Masks (1952) by the philosopher Frantz Fanon (1925-1961), which has been discussed within Pan-African studies and post-colonial theories. In this paper we will make a detailed analysis of the relations that the Martinican thinker had with another French thinker named Jean-Paul Sartre (1905-1980), who even wrote the preface to another text by Fanon entitled The Damned of the Earth (1961). Fanon was strongly influenced by Sartre's existentialist theory as disseminated in Europe in the 20th century, with the philosophical work Being and Nothingness: Essays on phenomenological ontology (1943) as a reference text. The meaning that we will give to this writing is not to be confused with a Sartrian reading of Fanon. On the contrary, we will try to expose Fanon's appropriation of the existentialist theory and, if possible, to point out the limits of the theory indicated by the Martinican thinker, especially when it comes to the studies of the "colored man". Therefore, it is under the horizon of a theory of human sciences that has the purpose of "disalienating the black man" that we will investigate the way Fanon uses and criticizes Sartre's theory throughout his work Black Skin, White Masks.

The article reflects on the practical possibilities of applying narrative to an emotional education program aimed at promoting democratic coexistence. The research from which this article arises has sought to identify criteria for selecting stories according to the idea that the adequacy of literature for citizen education purposes is not necessarily in a text but in the way of reading it. This way of reading, which is chosen to be called "equable reading", is inspired by the work of Wayne Booth, who redefines the so-called ethical criticism, going from being a judgment about a work to being a dialogue about its qualities. In this sense, the criterion ceases to be a static list of the type of works to be addressed, to focus on the characteristics that dialogue should have in communities of readers.

This paper brings together four authors who share the circumstance of being members of a research group in education, more specifically, teaching, which researches from a narrative approach. This research movement, narrative, biographical, autobiographical, proposes an OTHER research, in open dissidence with the "normalized research", that inherited from positivism. Its principles of neutrality, objectivity, non-involvement, detachment from the emotional, distance between researcher and "researched", strictly established rules of presenting its results (writing the thesis or the research report), are all questioned. It is an ontoepistemological, ethical, political, methodological, ethical, esthetic, and poetic research Other. It does not want to become a model of anything - the acceptance of diversity and divergence is part of its principles - but it does "claim" to occupy a validated and hierarchical place, as much as other approaches. When we heard the call to write for this dossier, we were enthusiastic, even excited. We had to add our voice to this! As a group we discussed what form a text about this dissident educational research could take. Many ideas came up. We decided to write it by example. To take as a center the presentation of one of the theses that this group is working on. Biographical-narrative research that recovers the figure of a passionate plastic arts teacher, Nená, who guided girls, boys, adolescents and young people towards the love for plastic arts, and at the same time, educator and inspirer of many generations of teachers to whom she transmits this flame.  We hope that this article can bring those who read it closer to significant features of this dissident research approach that we are following as a group.  In this journey, the elaboration of Nená's thesis appears as an example of this other research path