Presently, movements of students and experiences of transnational formation are strategies of competition in both educational and professional markets, and for individuals as well as their nations. International mobility of undergraduate students is institutionalized by curricula with planned instances on the 1^st, 2^nd or 3^rd cycle and which provide them with the possibility of improving their language skills, professional and personal networks, multicultural sociability, titles and diplomas (Almeida, Canedo, Garcia & Bitencourt, 2004; Broday, Borjesson, Palme, 2002; Nogueira & Catani, 2010). Classical theories of migration provide explanations of human movements through factors relating to the economy, and place the search for work as a main factor for that. The Theory of Migration Systems, which brings up a number of motivating factors and undertakes migratory networks, is considered as a starting point for dialogue in this research. Nomads of Knowledge. A Deleuzian cartography on the scholar paths of migrant students of Bahia/Brazil, doctoral research bound to the Laboratorio para el Análisis del Cambio Educativo (LACE) of the Universidad de Cádiz/Es, addresses the invisible students whose movements are not related to financing resulting from diplomatic treaties, multilateral policies and public or private institutions that foster education and research. Their paths cannot be categorized into pre-established designations and thus are denied and silenced – even though they fit into the wider category of migrants. This study shows its interest in movements (physical and symbolical, urban and rural) motivated by studies and the formation paths with scholar trajectories (Nogueira, Aguiar & Ramos, 2008) marked by migratory processes. The deterritorialization of scholarization operated by migrant students makes each one of them a Nomad (Deleuze & Guattari, 2008; Maffesoli, 2001) in the search for knowledge. Where is it that these students transit around? What migration paths are implicit in educational trajectories? Who are those students, how do they manage their everyday life, where is it that their stories and their knowledge are expressed? This study aims to cartograph (Deleuze & Guattary, 2009; Passos, Kastrup, Escóssia, 2010) the flows and counterflows of those spaces constructed by the social dynamics of public policies and education systems (molar) machines and the molar segmentation operates of each life project implied in the subjectiveness of each narrator, lines of flight originating from their desireful (molecular) actions, all stemming from the narratives of migrant scholar trajectories and from the acknowledgement of scholar paths (Nogueira, Aguiar & Ramos, 2008) of these narrators. The movements of citizens in their migratory scholar paths cannot be determined as the escape, exchange, gain, waste and export of brains. Their migratory behavior smoothens the trails of policies (national and international) of formation and the limiting concepts of migration. Moving elsewhere for studying reveals dreams, projects and desires which go further than those conceptions that attempt to categorize migration into movements of poverty, desperation, escapes or desertion. It unveils the resistance, the overcoming of various issues and the autonomy of the Nomads of Knowledge.

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