This doctoral research is based on the following problem: How to map the geological connections of Hilda Hilst's erotic writing, in terms of the alliances between literature and education? How to connect Hilst's eroticism to the Earth and, consequently, provoke the eruption of the creative powers of a sensibility-other in education? What lines of force and escape run through the Hilstian Erotic Body? What educational powers emerge from the poetic experience with Hilda Hilst, having as a common plane the connections between the Erotic Body and a sensitive education? What transgressions is the Hilstian method of writing capable of provoking in educational research? More than by objectives, the idea of the thesis is moved by desire. A multiple, provisional desire, repeating and hammering the invitation-questions already posed, which can be summarized in the following block: the experimentation of a sensitive education as an event provoked by the eruptions of the Hilstian Erotic Body and its friction with the Earth. Education capable of making the generified body delirious, making it turn against itself, so that, in its becoming, the pulsations of a deterritorialized, erotic, creative body appear, connected with the becoming-woman, the becoming-animal, the becoming-mineral, etc. Education that takes place in the lines of escape to subjectivation, and machines the writing of an erotic, political body, in collective enunciation with the Hilstian literature. In its theoretical and methodological path, the research is woven with Gilles Deleuze and Félix Guattari's philosophy of difference, as a way of thinking that escapes representation, that aims at experimentation and the creation of a writing other, and that, instead of studying objects, accompanies processes, thus rehearsing a "literary cartography" (COSTA, 2022b) that implies going through Hilda Hilst's work as a book-rizome or open work, in the encounter of the difference that modifies thinking and turns the lines of writing into lines of life.  "Literary cartography operates a double movement of deterritorialization in educational research: of the academicist word of order and the literary word as a source of interpretation of knowledge" (COSTA, 2022b). Here, such cartography is contaminated by the "Hilstian method, whose result is an emptying of meaning that spares nothing, not even the very language of which the author makes exuberant use" (MORAES, 2020). It is also made under the reverberation of anguishes and uncertainties that cross Hilda's own writing, experienced, at the same time, as necessity and escape, as a simultaneous movement of contraction and opening of the body: "Writing. I have to write. I don't have to write" (HILST, manuscript). In this sense, research does not seek answers, it creates them, because it is done in the very act of writing. It is not written about, it is written with Hilda Hilst, highlighting, as a research cutout, the works A obscena senhora D and the "obscene trilogy" composed of O caderno rosa de Lori Lamby, Contos d'escárnio – textos grotescos, and Cartas de um sedutor, which will be read in the light of the theoretical contributions of authors such as Bataille, Rancière, Eliane Robert Moraes and Alcir Pécora – the latter, recognized interpreters of Hilst's work. In synthesis, literary cartography in the Hilstian way tensions the oppositions between literature, science and philosophy and, "on the other hand, creates 'zones of neighborhood'" between multiple and transversal areas, through a hybrid writing in relation to literary genres, disobedient to grammar, fragmentary, rhizomatic, with obscene, provocative and sensitive language. The main idea of the thesis is that Hilstian literature can provoke unexpected encounters, multiple connections with the Earth and its inhabitants, fissures, ruptures and continuities and other ruptures, and also astonishment, delirium, tremors, jouissance, visions of the invisible, fever, vomit, relief - and health. Literature as a territory for sharing the sensitive (RANCIÈRE, 2009) and, therefore, as a healthy art for education. So far, it has been observed that the Hilstian Erotic Body is evidenced less by the nomenclatures "erotic," "obscene," etc. and more by the potency of the sensitive in writing. The more in alliance with literature, the more potent is education; healthier and more capable of producing the health of the people who are lacking. A transaction between literature and education. Literature seduces education and makes it a child from behind – as Deleuze (2013) would say – while devouring its generified, subjectified body. From this unauthorized coitus, obscene and anthropophagic, the Erotic Body is born, a block of sensations to emerge from the eruptions of the body – erotic fissures that release the power of a sensitive education.

Keywords: Erotic body. Sensible education. Hilda Hilst. Literary cartography.

The ongoing investigation presents as its object of study the relationship between the knowledge of
rural workers and artisans and the 'education of life' as it occurs in the Quilombola Community
“Sagrado Coração de Jesus” on the Genipaúba River. Thus, I seek to verify whether the knowledge
and social practices of rural workers and artisans from the Quilombola Community “Sagrado
Coração de Jesus” on the Genipaúba River, stimulate educational processes of sharing the social
production of existence, which enable a movement of resistance and maintenance of quilombola
sociability, facing sociability in the logic of capital. Gramsci's (1988) ideas regarding hegemony and
counter-hegemony were used as a theoretical contribution, since both the State and civil society are
permeated by class struggle, the concept of experience that Thompson (1987), elaborates, making it
possible to understand and analyze the knowledge of rural workers. That of Freire (1977, 1982) and
Brandão (2002), when affirming the process of endoeducation, in which learning is participating in
cultural experiences in which, by participating in such founding events, each of us reinvents
ourselves. And other studies on quilombola women, quilombos in the Tocantina Amazon, social
organization of workers, and the disputes produced within them and the interference of capital
brought through agribusiness, through commercial and productive relations. It was found that these
quilombola women assume a shared way of doing and knowing, privileging the preservation of
ancestry, territory, care and cultivation of community relationships, work, and ways of living and
being in the world, which reinforce practices of existence in river waters, in fields, in backyards, and
in the creation of biojewels, corroborating with their experiences of struggle the maintenance of
quilombola sociability, in a counter-hegemonic movement in the face of interference in the logic of
capital.

The thesis moves through the childhood blocks experienced by Paul Klee in his diaries and works. We aim to fable a minor art in the encounter with the creation of biographemes to experience a biographematic education as a creator of affections and desires in education. The biographeme is a concept created by Barthes that presents new ways to reveal the sense of unknowing of life and work. In our case, we seek to experiment and create new meanings for Paul Klee's life-work. The minor art expresses collective enunciation experienced in the transgressions, sensations, desires, and delights of the work on canvas without a representation model of imitation and totalization. In other words, the minor art produces biographemes that create sensations and intensities still unknown within the biographologists – who write biographemes – deep senses that came to the surface through the singular affections experienced in Klee during a lost time. The biographematic method developed by Corazza (2010b, 2014) is based on Roland Barthes and his concept of biographeme. In other words, it is a method that brings a new notion to biography that gains new writing to create a composition without resentments of the past, giving it new meanings. In the biographematic method, we looked at Klee's diaries (1990) and his works of art, which we experimented with in workshops in Basic Education and Higher Education in Mocajuba and Cametá, cities in Pará. In short, the lines of writing in This thesis provided clues to a biographematic education in its encounter with minor art as a power of life-work in Klee. We created unique biographemes and biofragments that emerge as signs of education, sometimes revealing pain and sometimes spreading affection. These signs were experienced in school and became singular affections that needed to get inside of school grounds to touch the interior of the other, in the rumor of a teaching-learning between childhood blocks and sensations created in life for affection in education.

KEYWORDS: Minor art. Childhood blocks. Biographeme. Paul Klee. Biographematics Education.

BNCC; History Teaching; Ethnic-Racial Relations; Northern Region Curriculums..

This research analyzed new configurations among relationships between state, the market and society as they enact public policies for education, focusing on when education is turned into a social business by the “2.5 sector”. Analysis also considered as its space the Brazilian Amazon, leading to choosing the Partnership Platform for the Amazon (PPA) as a case, as it represents a type of network working in this region under the interests of the United States Agency for International Development (USAID). Hypothesis asserts that, as represented by PPA, the network-based work in the new social relations strengthens private sector actions in the state structure, impacting the state managerial role, as exemplified by its subsumption to corporate rational, as business owners and philanthropists need to be a part of public management as to also have control over it. Research problem arises from the question: how is education configured in the so-called social businesses for sustainable development through PPA? Some specific objectives are: a) to identify how corporate globalization promotes an strengthening of other forms of social relations when contemporary philanthropists emerge and are incorporated to a new societal project; b) to unveil why corporate entities are incorporated to networks for promoting educational development through social businesses which may boost profitability; and c) to verify how education underlies contradictions, mediation and bindings  to PPA dynamics of structuring social businesses that alter ways of living within the Amazonian reality. Theoretical and methodological framework were based on the Dialectical and Historical Materialism as a modo of comprehending and analyzing reality. Also, bibliographical and document analysis were carried out, with empiricism being collected from five PPA members, as to reveal its structure and dynamics. Results confirmed the hypothesis and supported the thesis according to which policy networks are part of a global movement towards development, one that is proposed by philanthropic businessmen – a new section of the ruling class – who aim at creating new patterns of progress informed by a philanthropic logic as business, in order to unlock markets by investing in an education for entrepreneurship, in way that configures it as a social business. From all the analyses, it is understood that in general the education proposals arise from international articulations in the name of the Amazon, which may end up intensifying social inequalities.