Deleuze and the signs of contemporary school

The paths of the research involved in this paper instigate us to think about the signs of learning. The research itself is circumscribed to programs such as PIBID – Scholarship Institutional Program for Beginning Teachers –, and supervised practices in Mathematics Education, also traveling through resonances of a project on “learning” in Deleuze. Amongst the possibilities of doing and thinking the contemporary school, questions pervade us in the search for such learning full of signs to be interpreted. In order to perceive them arises the need for an open sensitivity – from both, teachers and students–, towards the encounters the signs may provide us to help think the classroom experiences as related to educational research. The worlds of signs blend with the learning possible in school, opening breaches through which teachers and students can escape, involving themselves in their decipherment. We understand the need for already existing paths that are surrounded by (unpredictable, yet possible,) didactics – full of hieroglyphs to be interpreted –, which may reveal something to be recreated with our learning in other times and spaces. We seek to observe certain nuances between a necessary didactic and possibilities of encounters with the signs of learning, so that the sensibility of teachers and students may unleash new and different kinds of knowledge, integrating them in the schools of Latin America