(In)disciplina e as relações de poder

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This research had for its objective the identification of how individual students are characterized as "(in)disciplined" in institutional pedagogical practices and the verification of the extent to which "discipline" as a behavioral rule is related to social and cultural processes. An attempt was made to detect those aspects that arise in school conviviality as well as the point up to which professor and student interrelate on the disciplinary question. To illuminate this investigation recourse was taken to the theoretical and methodological references of Michel Foucault, concerning his formulations on relationships of power/knowledge, power discipline and governability in conjunction with a disciplinary society. The resources for these analyses were empirical field evidence, diverse pedagogical factions, such as the analysis of disciplinary measures stipulated in the Warning Logbook, annotations in the Classroom Councils, in the 5th Grade of six Public Schools in six Public Schools in the San Gabriel of the West Municipality (MS). The results of this study show that the schooling institutions reflect normalizing conduct based on rules justified by a collective interest, in contradictory forms relative to the discourses of these very same rights of equality and citizenship, risking the widening of democratic principles in administrative and pedagogical structures, in public educational policies and within institutions, reproducing and fortifying the normatization of behaviors as strategies of domination forming students subjected to the different forms of social control. Passivity is the rule of acceptance in a discourse on citizenship.

ASSUNTO(S)

educacao disciplinarity power relations (in)discipline education professores e alunos disciplinaridade (in)disciplina

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