PROJETO DE EXISTÊNCIA E TERRITÓRIO EXISTENCIAL: UMA PROPOSTA LÚDICA PARA A SALA DE AULA DO ENSINO MÉDIO A PARTIR DE SARTRE E DELEUZE.

Abstract

This dissertation examines the integration of the Life Project within Brazil’s New Secondary Education, in light of the gap present in the Reference Curriculum of Mato Grosso do Sul. The research designs and implements a didactic device inspired by Sartre’s existentialism and by the philosophy of difference in Deleuze and Guattari, embodied in the pedagogical RPG Café de Flore: Who Killed La Vie?. The didactic trajectory combines a flipped classroom, a philosophical competition with quizzes, and an investigative narrative mediated by virtual reality glasses. Symbolic elements such as freedom, responsibility, and contingency emerge, alongside a rearrangement of the classroom-space that fosters authorship and cooperation. The theoretical framework dialogues with existential psychology and positive psychology, distinguishing purpose from existence project through the notions of flow, freedom, responsibility, and anguish. Records of application indicate strong engagement among students, teachers, and staff; classes unfold as events, and “bodies without organs” surface in creative drift. More than