minor tone variations around childhood, psychology, and education
this dossier aims to map practices and thoughts that challenge the dominant models of educational psychology—those that have historically operated according to logics of normalization, measurement, and hierarchization of knowledge, bodies, and childhoods. inspired by the concept of “minor tone” proposed by deleuze and guattari, we seek to question educational psychology as a field of production of subjectivities, interrogations, and resistances, opening space for ways of thinking, feeling, and acting that escape the captures of technical-instrumental rationality and the modern school apparatus.
rather than rejecting psychology as an ally of education, this dossier asks: what kind of psychology is possible when education and teacher training are thought from the outside? what educational and psychological practices emerge when we listen to the murmur of lines of flight and embrace the power of difference, of childhood, of language before language? how can we conceive of an educational psychology that works with the margins, with errant gestures, with the common that is yet to come?
we call for contributions that engage with the works of gilles deleuze and félix guattari—especially with the ideas of schizoanalysis, maps, deterritorializations, becoming-child, and minoritarianism—and that allow themselves to be influenced by michel foucault’s genealogical critique of the modern psychological subject and its governmental technologies. we are also interested in the legacy of fernand deligny, whose experimentation with non-verbal children radically questions the communicational, therapeutic, and educational foundations of psychology.
contributions may address, among other topics:
experiences and narratives of minor psychologies in teacher education, school, or institutional daily life;
cartographies of clinical, educational, audiovisual, and artistic practices in general that displace hegemonic knowledge in psychology;
critiques of the normalization of childhood and forms of school-based subjectivation;
dialogues with psychologies and philosophies of difference, childhood, and care;
micropolitical potentials of play, listening, attention, and gesture;
decolonial/anti-colonial and feminist perspectives that rethink the foundations of educational psychology;
research approaches that escape the representational paradigm of psychological science and the rationalization of subjectivities in educational policies.
texts in portuguese, spanish, french, or english will be accepted. we welcome scientific articles, essays, experience reports, interviews, and experimental propositions. all submissions will undergo double-blind peer review.
submission deadline: november 2025.
expected publication: 1st semester 2026.
guidelines for authors: https://www.e-publicacoes.uerj.br/index.php/childhood/about/submissions#authorguidelines
dossier organization: tiago almeida, fernanda omelczuk, luciano bedin da costa, rodrigo lages e silva, rosimeri de oliveira dias, césar leite.
for more information, please contact: chiandphi@gmail.com