UN Simulations and High School Curricula in Espírito Santo: Repercussions on Youth Subjectivities
Name: SÁVIO PULCHEIRA RANGEL
Publication date: 02/07/2026
Examining board:
Name |
Role |
|---|---|
| DAVIS MOREIRA ALVIM | Examinador Externo |
| LARISSA FERREIRA RODRIGUES GOMES | Presidente |
| SOLER GONZALEZ | Examinador Interno |
Summary: This research, linked to the Professional Graduate Program in Education at the Federal University of Espírito Santo, within the research line of Teaching and Management of Educational Processes, is part of the actions developed by the research group SubjetivAções na Educação Básica (Subjectivizations in Basic Education). Its theme addresses the implementation of UN simulations and the curricula of high schools in Espírito Santo, with their repercussions on youth subjectivities. Using cartographic research (Passos; Barros, 2020) conducted at the Marista Champagnat Terra Vermelha School in the municipality of Vila Velha/ES, it focuses on understanding the effects of the Marista International Simulation (SIM) project on the production of subjectivities among high school students. It draws on the notion of Body without Organs (BwO) (Deleuze; Guattari, 1996, 2024a, 2024b) to problematize the “educational” experiments in United Nations (UN) simulations. This work presents the following micro-intentionalities: a) to identify how agencies produced by UN Simulations lead to escape routes for the CsO (Center without Organization); b) to map the learning produced by the UN Simulation; c) to problematize the UN Simulation as devices that open escape routes in the current curriculum, allowing war machine-type experiments (Deleuze; Guattari, 2024); d) to develop the UN Simulation as an educational product to be intended for and shared with teachers and students. It is based on the post-critical theoretical framework (Deleuze, 1992; Deleuze; Guattari, 1996, 1997a, 1997b, 1997c, 2024a, 2024b), with the Philosophy of Difference. Their methodological approach is research cartography, based on the intellectual production of Passos, Kastrup and Escóssia (2020), Tedesco, Sade and Caliman (2013) and Guattari and Rolnik (1996). It is conceptually inspired by the debate on power relations (Foucault, 1984, 2005, 2014); on minor education (Gallo, 2008, 2012); on networks of knowledge and affect (Alves, 2008; Ferraço, 2007) and on capitalism and subjectivities (Hardt; Negri, 2001, 2005, 2014, 2016; Pelbart, 2011; Lazzarato, 2014, 2017, 2019, 2023). The SIM
project generates agencies that articulate learning through problematization and the encouragement of the interpretation of signs in discursive practice. This dynamic, sensitive to the corporeal dimension, fosters the creation of the new within the common, fundamental elements for the institution of life forms that break with the impositions of biopower. Thus, the project operates as a subjectivation device that shifts the student from the condition of passive receiver to that of creator of collective and biopotent realities.
