Desire, Ethics, and School: A Schizoanalytic Reading

Abstract

This article analyzes schizoanalytic ethics as a theoretical perspective for understanding the production of desire in the school context, shifting educational ethics from a normative framework toward an immanent reading of the assemblages that configure subjectivity, the body, and pedagogical practices. Drawing on the contributions of schizoanalysis developed by Gilles Deleuze and Félix Guattari, the text problematizes the conception of desire as lack and proposes understanding it as a productive force always implicated in institutional dispositifs. From this perspective, the school is read as a machine for the production of subjectivity that, through curriculum, assessment, and the organization of time and space, can either capture or enable the becoming of desire. The analysis is grounded in primary schizoanalytic sources and contemporary academic literature in education, articulated through a theoretical-critical approach. Key notions such as assemblage, body without organs, and ethics of becoming are examined, incorporating ordinary classroom scenes as interpretive support. The study concludes that schizoanalytic ethics does not constitute an alternative moral code, but rather a critical practice oriented toward evaluating the subjective effects of school practices and opening possibilities for creation within educational experience.