Julio Groppa Aquino

A difusão do pensamento de Michel Foucault na educação brasileira: um itinerário bibliográfico

O presente artigo tem o proposito de configurar um horizonte possivel da difusao do pensamento de Michel Foucault na literatura educacional brasileira, por meio da focalizacao de duas grandes frentes escriturais: os livros e os artigos divulgados em 15 periodicos da area, no periodo entre 1990 e 2012. No segundo caso, fulcro da investigacao levada a cabo, foram selecionados 132 artigos que tomaram o pensamento foucaultiano como modo de trabalho, tendo sido analisados segundo: sua frequencia e cronologia; a filiacao institucional dos autores, bem como o rol dos mais assiduos; as obras de Foucault mais referidas; as tematicas e os topicos teoricos mais visitados; por fim, os tipos investigativos empregados nas argumentacoes. As reflexoes finais do artigo apontam para a exigencia de perspectivar, para alem da difusao, os multiplos modos de apropriacao das ideias do pensador no campo educacional brasileiro e, portanto, a diversidade de efeitos dai decorrente.

Da (contra)normatividade do cotidiano escolar: problematizando discursos sobre a indisciplina discente

O artigo ambiciona colocar em causa a proliferacao discursiva contemporânea em torno das condutas do alunado tidas como indisciplinadas, situando-a, em dialogo com a conceituacao foucaultiana, no interior de um quadro socio-historico e institucional atravessado por demandas multiformes de governamento dos sujeitos escolares. Para tanto, o texto oferece primeiramente uma configuracao preliminar da producao academica brasileira sobre a tematica disciplinar nas ultimas tres decadas, bem como problematiza os nortes teorico-metodologicos da investigacao voltada ao âmbito (contra)normativo do cotidiano escolar. Em seguida, apresenta os resultados de uma investigacao baseada nos registros das ocorrencias disciplinares que tomaram lugar no ensino medio de uma escola publica na cidade de Sao Paulo, num intervalo de cinco anos (2003-2007). Por fim, opera algumas aproximacoes analiticas do problema, apontando que se as queixas disciplinares parecem ser, num primeiro momento, solidarias a uma especie de esgarcadura do modus operandi escolar classico, num segundo momento, elas passam a apontar para a irrupcao de modos sutis de controle das condutas nao apenas discentes, mas tambem dos profissionais, de modo consoante aos processos de governamentalizacao em acao na contemporaneidade.

Indisciplina escolar: um itinerário de um tema/problema de pesquisa

This paper aims at elaborating a general mapping of the issue of the existing discursiveness about indiscipline in schools by analysing 35 articles published in Brazilian journals on the field of education between 1998 and 2015. For that end, two large analytical frames have been selected: the modes of apprehension of acts of indiscipline as shown by research carried out, as well as the proposals put forward by the researchers to tackle the problem. At the end of the text, some thought will be given pointing at the typical conflictuality of contemporary school practices as an observation post from where it is possible to catch the always uneven, unstable and, after all, indeterminate texture of the phatic relations among the protagonists. IndIscIplInE In schools • statE of thE art • Journals Ju lio G ro p p a A q u in o C a d e r n o s d e P e s q u is a .4 6 n 16 1 p .6 6 4 -6 9 2 ju l/se t. 2 0 16 6 6 5 http://dx.doi.org/10.1590/198053143670 IndIscIplIne scolaIre: un ItInéraIre d’un tHème/problème de recHercHeThis paper aims at elaborating a general mapping of the issue of the existing discursiveness about indiscipline in schools by analysing 35 articles published in Brazilian journals on the field of education between 1998 and 2015. For that end, two large analytical frames have been selected: the modes of apprehension of acts of indiscipline as shown by research carried out, as well as the proposals put forward by the researchers to tackle the problem. At the end of the text, some thought will be given pointing at the typical conflictuality of contemporary school practices as an observation post from where it is possible to catch the always uneven, unstable and, after all, indeterminate texture of the phatic relations among the protagonists.

A escrita como modo de vida: conexões e desdobramentos educacionais

Drawing on Foucaults main reflections about the act of writing, the present essay expounds the intrinsic correlation between ways of writing and ways of living at schools, pointing out the daily agony involved in the writing practices conducted in these contexts. This means that, within the procedures of writing, superlative forces are in battle, both in the sense of the unifying attack of the subjectivation modes implied therein, and in the direction of a radical transfiguration of these same modes aiming at their multiplication. Deepening the theoretical discussion, the text approaches the question of self writing, as formulated by Foucault, as a disproportionate sculptural effort in favor of a subjective dispersion, rarefaction and, then, elision. Next, three recurring arguments about school writing are analytically questioned: its categorization in genres, its examining function, and its subordination to reading. With this critical examination, the purpose is to destabilize the bases for justifying a kind of representational and scientificist appropriation of the school writing activities, as well as to conjure up scenarios divergent from the mainstream. Lastly, it is also an objective here to view writing as a circumstance propitious to the existential styling of the writer, having in mind, with Foucault, the indispensible effort of resistance and ethical self-creation in the face of the subjectivation games typical of school practices. It is the inextricable movement of difference and variation that a writing liberated from the pedagogical conventions of the time affords and, at the same time, demands of all those who pursue it.

Por alguma poética na docência : a didática como criação

O presente ensaio tem como desafio perspectivar teoricamente a diade didatica-criacao, por meio da proposicao da docencia como um trabalho eminentemente poetico. Uma serie de pensadores – Gaston Bachelard, Paul Valery e Jacques Derrida, entre outros – e estrategicamente mobilizada a fim de sustentar a hipotese de uma imanencia poetica a atravessar a pratica docente, desde que esta seja concebida e efetivada por escritas e leituras na esteira de traducoes transcriadoras. O lastro conceitual que sustenta a argumentacao consiste na acepcao de traducao, legada por Haroldo de Campos, e de escrileitura , proposta por Sandra Mara Corazza. As discussoes encaminham-se para a defesa de um modo de conceber o trabalho didatico como um arranjo incessante de gestos que amalgamam leitura, escrita e traducao, redundando em uma especie de canto tradutorio cruzado entre alunos e professores.

BIOPOLÍTICA E ESCOLA MODERNA: APONTAMENTOS PARA UM DEBATE

O presente artigo dedica-se a contribuir para o debate acerca dos estudos foucaultianos na educacao realizados no Brasil atualmente, por meio da proposicao de um plano investigativo voltado a diade biopolitica-escolarizacao, sobretudo no que diz respeito a implementacao da pedagogia moderna no pais nas decadas de 1920/30, cujos ecos parecem persistir na atualidade educacional. Para tanto, sao retomadas as teses principais da teorizacao de Michel Foucault acerca da “estatizacao do biologico” e da emergencia da populacao como problema politico, por meio da ascensao de procedimentos publicos voltados a regulamentacao dos contingentes populacionais em seu conjunto sem a necessidade de estabelecer novas instituicoes de sequestro, tal como ocorrera na era disciplinar. Em seguida, sao revisitados criticamente alguns estudos de cunho historiografico que se valeram de tal referencial para entabular suas analises, os quais parecem ter se confinado em um tipo de interpretacao da biopolitica no campo educacional como imposicao, ressignificacao ou mero disciplinamento das populacoes escolares. Dai a escola moderna ser tomada amiude como tributaria de um amplo programa ideologico dedicado a desviar os cidadaos e, mais especificamente, os escolares de uma suposta origem livre, igualitaria e autentica. Ao final das discussoes, sao apresentadas algumas digressoes acerca das possibilidades analiticas oferecidas pelos ultimos cursos ministrados por Foucault, por meio das quais talvez se lograsse ultrapassar o binarismo poder/resistencia, alcancando o cerne dos processos de veridiccao/subjetivacao que levam os individuos modernos a se conceberem como seres em permanente desenvolvimento, em busca de constante seguranca e autocontrole perante um mundo de infinitos estimulos para corpos tidos como limitados, mas plenamente adaptaveis.

Foucault e a Pesquisa Educacional Brasileira, Depois de Duas Décadas e Meia

This article is devoted to providing an extensive overview of the reception of Michel Foucault’s ideas in the Brazilian educational research, through the results of an investigation on the academic production based on Foucault in 52 educational journals, from 1990 to 2014. Relying on a strategy of addressing to the documents able to renounce judging the uses of the thinker’s ideas, 401 articles suggesting an appropriation of Foucault’s theorization as a working mode were selected and, then, analyzed together. At the end of the article, some reflections about current limits and future possibilities of Foucauldian studies in Brazilian education are presented.

Two Premises and One General Hypothesis for the Analysis of the Educational Present.

Abstract Contemporary research in the field of Foucauldian studies on education have pointed to a growing imbrication between educational practises and neoliberal ideas. The problematization of such scenario would lead to two premises, grounded on a general hypothesis for the analysis of the educational present. The first premise: nowadays, the educational or, to be more precise, educationalizing practises—since they would not deal only with the schooling effort, but also with the diffusion of a great number of pedagogical initiatives of non-formal character—consists in an efficient rationality of governing of oneself and others. The second premise is that such educationalizing movement consists not only in the expression but also in the typical modus operandi of the current governmentalization processes, which aim at a large-scale administration of the multiplicity of populations now in terms of a lifelong educatibility for the citizens. These two premises sustain the hypothesis that the present educational practises do not restrict themselves to the mere condition of reiterative apparatus of imperatives extrinsic to them, but have in fact cemented themselves as a generative locus of the veridiction/subjectivization games capable of overrunning the whole social space.

apresentação do dossiê incêndios: infâncias do presente

E com alegria que introduzimos ao leitor o dossie Incendios: infâncias do presente , o qual reune um conjunto de nove artigos dedicados a peca de teatro de Wadji Mouawad, Incendios , e ao filme homonimo a que ela deu origem. Tratou-se de colocar ambas as obras em perspectiva, no que diz respeito as suas relacoes possiveis com as tematicas da educacao, da infância e da filosofia.

Indiscipline in schools: the itinerary of a theme/research problem

This paper aims at elaborating a general mapping of the issue of the existing discursiveness about indiscipline in schools by analysing 35 articles published in Brazilian journals on the field of education between 1998 and 2015. For that end, two large analytical frames have been selected: the modes of apprehension of acts of indiscipline as shown by research carried out, as well as the proposals put forward by the researchers to tackle the problem. At the end of the text, some thought will be given pointing at the typical conflictuality of contemporary school practices as an observation post from where it is possible to catch the always uneven, unstable and, after all, indeterminate texture of the phatic relations among the protagonists. IndIscIplInE In schools • statE of thE art • Journals Ju lio G ro p p a A q u in o C a d e r n o s d e P e s q u is a .4 6 n 16 1 p .6 6 4 -6 9 2 ju l/se t. 2 0 16 6 6 5 http://dx.doi.org/10.1590/198053143670 IndIscIplIne scolaIre: un ItInéraIre d’un tHème/problème de recHercHeThis paper aims at elaborating a general mapping of the issue of the existing discursiveness about indiscipline in schools by analysing 35 articles published in Brazilian journals on the field of education between 1998 and 2015. For that end, two large analytical frames have been selected: the modes of apprehension of acts of indiscipline as shown by research carried out, as well as the proposals put forward by the researchers to tackle the problem. At the end of the text, some thought will be given pointing at the typical conflictuality of contemporary school practices as an observation post from where it is possible to catch the always uneven, unstable and, after all, indeterminate texture of the phatic relations among the protagonists.