GENARO, Ednei de
Professor of Education – Faculty of Education and Language (FACEL), UNEMAT, Brazil.
ednei.genaro@unemat.br | +55 62 9 9908 9120
Lattes: http://lattes.cnpq.br/2101807768312701
■ Professor and researcher in Education, with a transdisciplinary approach at the intersections of philosophy of education, archaeology of educational epistemes, critical theory of technology, aesthetics, and contemporary technical culture. Develops research on technique, formation, culture, materialities, and processes of individuation.
■ PhD candidate in Education at the Universidade Federal de Goiás – UFG, Brazil (2023–present), with research entitled “Bernard Stiegler: introduction and philosophy of education”. Member of the NEVIDA research group (FE/UFG).
■ PhD in Communication from the Universidade Federal Fluminense – UFF, Brazil (2016), with the dissertation “Harun Farocki: thinker and operator of media”, later published as the book Harun Farocki (CRV, 2018), and doctoral research period at the Institut de Recherche et d’Innovation (Centre Pompidou), under the supervision of Bernard Stiegler. Master’s degree in Political Sociology from the Federal University of Santa Catarina (UFSC). Degree in Geography from the Universidade Estadual de Campinas (UNICAMP) and in Pedagogy from the Centro Universitário Internacional (UNINTER).
■ Author of publications in the fields of Education, Communication, and Human Sciences..
My research is situated within the fields of philosophy of education, philosophy of technics, critical theory of technology, aesthetics, and contemporary technoculture. I investigate, in particular, the relations between pedagogical processes, technical materialities, regimes of attention, media, memory, individuation, and digital culture.
My work seeks to articulate contributions from critical theory, contemporary French philosophy, sociology of technology, and the history of education, with particular attention to the anthropotechnical dimensions of formative processes and to the educational transformations brought about by the digitization of culture.
Currently, I develop two principal research axes: Archaeology of Educational Epistemes, a long-term investigation dedicated to the historical relations between pedagogical practices, forms of life, and cultural materialities; and studies on Bernard Stiegler, especially his contributions to thinking technics, education, attention, and culture in the twenty-first century.
INTELLECTUAL TRAJECTORY
■ Early studies (2000–2010)
My initial academic formation took place at the State University of Campinas (UNICAMP), where I studied Geography in a context marked by the articulation between earth sciences, the humanities, and critical thought. During this period, I developed research on territory, networks, and logistics, working as an undergraduate research fellow funded by FAPESP within the GEOPLAN laboratory.
Simultaneously, I moved closer to the fields of philosophy, sociology, and contemporary social theory, attending courses at IFCH-UNICAMP and consolidating intellectual interests focused on the relations between technics, culture, and modernity.
Between 2008 and 2010, I completed a Master’s degree in Political Sociology at the Federal University of Santa Catarina (UFSC), investigating the impacts of technology on the temporality of contemporary life. During this period, I deepened my studies in the philosophy and sociology of technics, especially through authors such as Gilbert Simondon, Walter Benjamin, Marshall McLuhan, Paul Virilio, Herbert Marcuse, Gilles Deleuze, and Bernard Stiegler.
■ Communication, Media, and Philosophy of Technics (2011–2016)
During my PhD in Communication at the Fluminense Federal University (UFF), I turned toward the relations between aesthetics, cinema, technical media, and digital culture, taking the work of Harun Farocki as a central object of investigation.
Between 2013 and 2014, I undertook doctoral research at the Institut de Recherche et d’Innovation (Centre Pompidou), in Paris, in dialogue with Bernard Stiegler. This experience deepened my interest in the relations between technics, memory, attention, individuation, and contemporary cultural processes.
During this period, I intensified research on cybernetics, digital media, technological materialities, and critical theory of technology, articulating thinkers such as Gilles Deleuze, Félix Guattari, Gilbert Simondon, and Bernard Stiegler.
■ Teaching, Education, and Transdisciplinarity (2016–2022)
From 2016 onward, I began teaching in Brazilian public higher education institutions such as the Federal University of Mato Grosso do Sul (UFMS), São Paulo State University (UNESP), and the State University of Mato Grosso (UNEMAT), offering courses in education, philosophy, sociology, aesthetics, research methodology, and critical media theory.
This period progressively consolidated Education as the organizing axis of my transdisciplinary investigations. Alongside teaching activities, I developed independent projects related to technoculture, critiques of digitization, critical media theory, and philosophy of education.
In 2018, I published the book Harun Farocki (CRV). In 2022, I initiated the project Software, Networks, and Classes: Chun, Galloway, Wark, dedicated to introducing and discussing contemporary authors in critical media theory.
■ Education, Epistemes, and Anthropotechnics (2023–)
Since 2023, I have pursued a PhD in Education at the Federal University of Goiás (UFG), under the supervision of Professor Rita Márcia Magalhães Furtado, consolidating Education as the central horizon of my research.
At the State University of Mato Grosso (UNEMAT), my teaching activities across different programs and multicampus contexts expanded my interest in the relations between epistemes, pedagogies, technics, and forms of life.
Currently, my research concentrates on two articulated axes: the elaboration of an Archaeology of Educational Epistemes and the study of Bernard Stiegler’s contributions toward a philosophy of education adequate to the technical, cultural, and political impasses of the twenty-first century.
PROJECTS (see Research)
■ Archaeology of Educational Epistemes
A long-term research project dedicated to the historical study of the relations between pedagogical practices, forms of life, formative exercises, and cultural materialities. The project investigates how different educational epistemes are constituted through historically situated techniques, dispositifs, architectures, media, and regimes of attention.
■ Bernard Stiegler: Introduction; Philosophy of Education
A project dedicated to the systematic reconstruction of the thought of Bernard Stiegler, with emphasis on his contributions to thinking technics, individuation, memory, culture, attention, and education. The research seeks both to present the conceptual foundations of his work and to discuss its relevance for contemporary educational problems.
SELECTED PUBLICATIONS (see Articles e Books)
■ Books
Harun Farocki. Curitiba: CRV, 2018.
■ Articles
“Critical Media Theory: Chun, Galloway, Wark.” Matrizes, 2025.
“Aesthetic Education from an Anthropotechnical Perspective.” Educação e Filosofia, 2025.
“The Diagrammatics of Digital Platforms.” Revista Famecos, 2021.
“Contemporary Technopolitical Eschatologies.” Cadernos IHU Ideias, 2020.
“The Critical Theory Debate on Technology.” Ciências Sociais Unisinos, 2017.
“Harun Farocki: Media Operator.” Matrizes, 2016.
“Ritxòkò as a Pedagogical Instrument in Karajá Culture.” Revista de FAED, 2023.
“Pedagogy and Mobile Devices: Between Thumbelinas and Prosumers.” Comunicação & Educação, 2019.
“Discussing the Notion of Dispositif in Agamben.” Estudos de Sociologia, 2018.
■ Essays and Interventions
“The Technofeudal Impetus of the United States.” A Terra é Redonda, 2025.
“The Hedonic Lethargy of the Public School.” A Terra é Redonda, 2024.
“Landscapes of Critique in Farocki: From Dialectical Montage to the Transindividual.” International Eisenstein Seminar, 2018.
“The Éducation Nouvelle Amid War: Pedagogy, Image, and History.” Maelström Life, 2018.
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Above: reproduction of pages 6–7 of Capitalisme et schizophrénie: L'Anti-Oedipe (1972), of Gilles Deleuze e Félix Guattari.
At the top of the page: painting by Fernand Léger, Le Passage à Niveau (1919).