Alexandre Filordi de Carvalho

Foucault e a crítica à institucionalização da Educação: implicações para as artes de governo

This paper approaches the conception of criticism in Foucault as a strategy for questioning, tensioning, acting on and transforming the government excesses in the field of education. The hypothesis is that the meaning of the criticism regarding education is relevant as long as it aims toward transforming institutional relations. To this end, the present paper takes two analytical steps. First it investigates the effects of governmentalization in educational institutions concerning three levels: the association of the school with the arts of government, the role of the teacher in the art of government and the function of official discourses while keeping the school institution under the effects of government. Secondly, it analyzes criticism in its own right and its consequences to education. It discusses the art of not being governed, of the voluntary insubordination and of the unruly reflection, and finally of the limit and experimental attitudes.

Educação e imagens na sociedade do espetáculo: as pedagogias culturais em questão

This article analyzes the reasons why the culture of images is present in the symbolic agents of the current culture, promoting educational experiences and strategies that have disseminate beyond the boundaries of formal education. The hypothesis is based on the idea that the critical analysis oriented to cultural pedagogies promotes conditions that enable the educational strategies through the use of imagetics components present in the agents of symbolic culture. To achieve this goal, it will be necessary to analyze the culture of image through the perspective of the Society of Spectacle (2000), and why the critical analysis of cultural pedagogies become essential in the educational field, challenging the actual educational practices.

A formação do pedagogo e a educação nas prisões: reflexões acerca de uma experiência

O objetivo deste artigo foi problematizar a formacao do educador para atuar no novo contexto das Diretrizes Curriculares Nacionais, tendo como referencia as diretrizes que orientam e organizam o curso de Pedagogia e a oferta da educacao de jovens e adultos (EJA) nas escolas regulares e nos estabelecimentos penais. Para tanto, a partir de pesquisas sobre a tematica, realizou-se um debate teorico-critico em torno dos limites e das possibilidades implicados no exercicio da docencia em estabelecimentos penitenciarios, bem como das condicoes de contratacao de professores, no estado de Sao Paulo, para este tipo de atuacao docente. A formacao do pedagogo, numa perspectiva critica, foi abordada desde a experiencia inovadora realizada na Universidade Federal de Sao Paulo.

O ensino de Filosofia e discernimento no mundo contemporâneo: questões atuais

The aim of the paper is to develop the idea that we need to invest in Philosophy teaching as discernment production tool. The hypothesis is that the discernment would be the basic capacity that one learns in order to act with the thought, with the actions and attitudes to himself and to the world. For this purpose, the text elects three levels of current issues that challenging the discernment by the Philosophy teaching: the experience of the subjects with the capitalistic and consumer society, the homogenization of subjective potential and finally the colonization of sense of powerlessness to change the social reality itself. The thought of Deleuze and Guattari are called as analytical background of this proposal.

O que ou quem eu sou, afinal de contas? Sou brasileiro ou uruguaio, professor?

The aim of the present paper is to bring about a reflection on the uneasiness of two children, Alicia and Joao, regarding their nationalities, that is, on their ambiguous feeling of belonging regarding their own identities. Dialogues based on philosophical thinking will be carried out about the frontier as a place where the naturalization of equality is extinguished, and naturalization, in which identity is perceived as a cohesive and impenetrable monolithic piece. The opposite is actually what we stand up for: identity is the effect of a never-ending, always unfinished process of subjective transformation, through miscellany, through anguish for not being ONE with oneself or with others. In short, we believe in the multiple and immeasurable universe of the identity process, which makes every subject unique concerning his or her dilemmas.