Abstract
This paper articulates some translating actions and research, teaching and extension activities of the project known as Escrileituras (Writing-Reading): A way of reading-writing in life, which is linked to Capes/Inep Observatory of Education Program. It approaches data production through instruments specifically designed to give concreteness to what has resulted from both the experiences in the Project and its actions. The paper presents ways of confronting such data with what can be extracted from the non-quantifiable an, perhap, the little or hardly classifiable in the sphere of the activities proposed and performed in the research. Such confrontation has required widening not only the analysis perspective but alsothow data were extracted. In this sense, the paper considers that the Project did not follow a systematization order, as a problem was not previously defined by means of a deductive-hypothetical method for the research proposed. Rather, it chose inclusive divergence as a way to evidence the dramatic character of the educational thought in the field of didactics and curriculum, thus causing data collection and analysis associated with the Project to be unfolded in new productions; by doing so, a zone of contagion has been created, in which the encounters, either fortuitous or forced, have resulted in unequivocal mutations of the matters circulating in the Project.
Writing-Reading; Translation; Education; Research