Marisa Lopes da Rocha

Pesquisa-intervenção e a produção de novas análises

Partindo de um historico das pesquisas participativas nos seus diferentes momentos de constituicao e propostas relativas as mudancas na producao de conhecimento, este trabalho tem como perspectiva apresentar e discutir os pressupostos teorico-metodologicos da pesquisa-intervencao. A pesquisa-intervencao vem constituindo-se em um dispositivo de transformacao vinculado tanto a formacao academica dos psicologos, quanto as praticas nas instituicoes, possibilitando novas analises construidas entre a macro e a micropolitica.

Micropolítica e o exercício da pesquisa-intervenção: referenciais e dispositivos em análise

This paper aims to discuss intervention-research as a participatory investigation that tries to set up collective interference in the production of micro-politics for social changing. Firstly we enlighten some of the polemics that envolve not only the classical scientificist paradigms, but also the critical ones that emerge from 1970 on in order to support community and educational research in social and human sciences. We intend to show their insufficiencies in the analysis of institutions and in the contribution for changes in the practices. Afterwards we shall review the concepts or real and thinking, giving support to the proposal of intervention-research. These concepts wil be discussed on the basis of a genealogical point of view so as to allow us to apprehend movement as difference. We shall also consider the references brought to light by institucionalism, which are put forward by socioanalysis and schizoanalysis, expliciting the tools of research and intervention in social experience. At last, we shall emphasize the contributions of the reflections built in the text, that enable new questions in the invention of other analysis, movements and demands.

Inclusão ou exclusão? Produção de subjetividade nas práticas de formação

The aim of this paper is to investigate contemporar y formation practices in the context of school, throughout socio-historical-political operators whi c contribute to actualize different forms of exclu sion in the management of educational work. In order to succeed in this task, we show the typical modes of functio ning in school since disciplinary society until control society. W e discuss the conflicts which are implemented by me ans of individualizing fragmentation which takes place in school and the correspondent effects on subjectivat ion. Intervention-research is showed as an investigative trend adopted by psychologists and educators which allows a critical approach of.The aim of this paper is to investigate contemporary formation practices in the context of school, throughout socio-historical-political operators which contribute to actualize different forms of exclusion in the management of educational work. In order to succeed in this task, we show the typical modes of functioning in school since disciplinary society until control society. We discuss the conflicts which are implemented by means of individualizing fragmentation which takes place in school and the correspondent effects on subjectivation. Intervention-research is showed as an investigative trend adopted by psychologists and educators which allows a critical approach of.

A maquinaria escolar e os processos de regulamentação da vida

This work has the intend to analyse the technologies of power which have been serving as basis for educational practices of nowadays. In this context, these practices point out to a contemporary school as a strategic space of life management. Sharing questions from research conducted in public schools, discusses the effects of new government processes of life that has been intensifying in school life, emphasizing the liberal arts and to govern the lives weave new practice of standardization of different classic technologies of disciplinary power. He points out that the medicalization of learning and the judicialization of school issues have been constituted as a control device biopolitical modes of existence. Conclusion indicating that changes in the educational process require interference in the operating mode of the policies and the regime of enunciation than has been configured as a problem and challenge to be faced by the public school.

Produção de conhecimento, práticas mercantilistas e novos modos de subjetivação

Os rumos atuais das mudancas da educacao superior no Brasil sao preocupantes, na medida em que os dispositivos instituidos em meio a cultura avaliativa privilegiam ligacoes funcionais e pragmaticas dos trabalhadores com seu processo de trabalho. Trazem a produtividade, a competencia, a autonomia, a competitividade como palavras de ordem no mercado de saberes, gerando isolamento, fragmentacao e tedio no cotidiano das praticas academicas. Neste texto, coloca-se em analise os discursos e acoes dos diversos segmentos implicados com o processo de mudanca, assim como nossas estrategias de organizacao. Apresenta-se um panorama geral das politicas neoliberais que fundamentam as reformas propostas para o ensino superior, os modos de subjetivacao que vem ganhando corpo nas relacoes entre docentes-pesquisadores, os efeitos produzidos pela adocao de um modelo de avaliacao do trabalho realizado e, finalmente, algumas reflexoes que buscam intersecoes entre os diferentes tempos percorridos.

Identidade e diferença em movimento: ressonâncias da obra de Deleuze

This paper intends to analysis the logic of identity which is in the origin of modernity, by means of concepts regarding to the reversion of platonism. We will be based on Deleuzes work, as well as on different authors like Machado, Orlandi and Fuganti, who help us to understand the contributions of Deleuze, putting forward an unbearable feature of occidental culture: the lack of identity. Thinking of alternatives for contemporary life as potency of changing requires giving visibility to the logic which supports the practices, putting forward the quotidian as a field of forces which break down the established models in behalf of affirming difference.

Premisas sobre la devaluación del magisterio en análisis: ¿por qué luchamos?

In this paper we intend to discuss some consensus around devaluation of teaching in the scope of the struggles involved in other forms of living and working at school. From a micro-politics view, the contributions of Foucault and Deleuze, we also discuss the devaluation of the teaching profession in the process of knowledge and job training institutionalization.In conclusion we show that, under the apparent convergence reside different readings of what is happening and the consequent challenges in everyday practice, encouraging developments and interference in public policy.In this paper we intend to discuss some consensus around devaluation of teaching in the scope of the struggles involved in other forms of living and working at school. From a micro-politics view, the contributions of Foucault and Deleuze, we also discuss the devaluation of the teaching profession in the process of knowledge and job training institutionalization.In conclusion we show that, under the apparent convergence reside different readings of what is happening and the consequent challenges in everyday practice, encouraging developments and interference in public policy.

Premissas em torno da desvalorização do magistério em análise: pelo que lutamos?

In this paper we intend to discuss some consensus around devaluation of teaching in the scope of the struggles involved in other forms of living and working at school. From a micro-politics view, the contributions of Foucault and Deleuze, we also discuss the devaluation of the teaching profession in the process of knowledge and job training institutionalization.In conclusion we show that, under the apparent convergence reside different readings of what is happening and the consequent challenges in everyday practice, encouraging developments and interference in public policy.In this paper we intend to discuss some consensus around devaluation of teaching in the scope of the struggles involved in other forms of living and working at school. From a micro-politics view, the contributions of Foucault and Deleuze, we also discuss the devaluation of the teaching profession in the process of knowledge and job training institutionalization.In conclusion we show that, under the apparent convergence reside different readings of what is happening and the consequent challenges in everyday practice, encouraging developments and interference in public policy.

Analysis of assumptions about devaluation of teaching profession: what do we fight for?

In this paper we intend to discuss some consensus around devaluation of teaching in the scope of the struggles involved in other forms of living and working at school. From a micro-politics view, the contributions of Foucault and Deleuze, we also discuss the devaluation of the teaching profession in the process of knowledge and job training institutionalization.In conclusion we show that, under the apparent convergence reside different readings of what is happening and the consequent challenges in everyday practice, encouraging developments and interference in public policy.In this paper we intend to discuss some consensus around devaluation of teaching in the scope of the struggles involved in other forms of living and working at school. From a micro-politics view, the contributions of Foucault and Deleuze, we also discuss the devaluation of the teaching profession in the process of knowledge and job training institutionalization.In conclusion we show that, under the apparent convergence reside different readings of what is happening and the consequent challenges in everyday practice, encouraging developments and interference in public policy.

Inclusion or exclusion? Subjectivity production in formation practices

The aim of this paper is to investigate contemporar y formation practices in the context of school, throughout socio-historical-political operators whi c contribute to actualize different forms of exclu sion in the management of educational work. In order to succeed in this task, we show the typical modes of functio ning in school since disciplinary society until control society. W e discuss the conflicts which are implemented by me ans of individualizing fragmentation which takes place in school and the correspondent effects on subjectivat ion. Intervention-research is showed as an investigative trend adopted by psychologists and educators which allows a critical approach of.The aim of this paper is to investigate contemporary formation practices in the context of school, throughout socio-historical-political operators which contribute to actualize different forms of exclusion in the management of educational work. In order to succeed in this task, we show the typical modes of functioning in school since disciplinary society until control society. We discuss the conflicts which are implemented by means of individualizing fragmentation which takes place in school and the correspondent effects on subjectivation. Intervention-research is showed as an investigative trend adopted by psychologists and educators which allows a critical approach of.