O poder disciplinar na relaÃÃo pedagÃgica no cotidiano escolar

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

This research focuses on the disciplinary power in the pedagogical relationship in the daily classroom practice. We aimed at analysing the pedagogical practices that take place in the classroom and at school so as to identify the relationships of power, which interferes with the school results and in the studentsâ school life as a whole. Taking into consideration the analysis and studies made by Foucault, we have discussed the disciplinary power as a source of knowledge in the pedagogical relationships, highlighting the resistance behavior as a manifestation of power in the daily classroom practice. Adopting the qualitative approach with a phenomenological approximation and an ethnographical reading of the research field, we participated in the studentsâ and teachersâ actions in the classroom. By doing so we tried to apprehend and understand what significance those subjects - as protagonists of power - gave to their lives, their daily routines, their practice and their world. The analysis of the practices and the pedagogical relationship enabled us to comprehend that those elements are impregnated with the power which disciplines time, space and movement of students and teachers who do not realize and do not reflect that the manifestations of power interferes with and affects the course of their personal and professional lives both positively and negatively

ASSUNTO(S)

prÃticas pedagÃgicas relaÃÃo pedagÃgica-cotidiano da sala de aula educacao

ACESSO AO ARTIGO

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