GEOGRAPHY OF DIFFERENTIAL ASSESSMENT: CARTOGRAPHY AND LINES OF FLIGHT IN CHORAL SINGING EDUCATION AT A FEDERAL INSTITUTE

Abstract

This article investigates evaluation practices in choral singing education at the Federal Institute of Ceará (IFCE), Crateús Campus, from the perspective of the geography of differential evaluation, grounded in Gilles Deleuze’s philosophy of difference. The study is based on a critique of normative and hierarchical evaluation models, which tend to overlook the singularities of musical learning processes. In this context, the objective is to map the manifestation of lines of flight in pedagogical practices in choral singing education, highlighting how these lines contribute to the reconfiguration of assessment. Methodologically, the study adopts a quadripolar approach, articulating the ontological, epistemological, theoretical, morphological, and technical poles, with Deleuzian cartography as the method of investigation. The analysis is based on data derived from the experience of the Karatis scenic choir, as described by Holanda (2020), and on the mapping of five evaluative forces: habit, memory, desire, knowledge, and value. The findings indicate that, when understood as a field of forces, evaluation shifts from a logic of measurement to a process-oriented, ethical, and aesthetic practice, guided by the production of singularities and the intensification of the power of life. It is concluded that the geography of differential evaluation provides a robust theoretical-methodological framework for rethinking assessment in music education, by privileging processes of creation, experimentation, and becoming, in choral singing education.