Governmentality and Pedagogical Apparatuses in Management Times
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25749/sis.8908 |
Resumo: | Change and the novel have become privileged instances, images of obligation and of how things should be: schools must change and teachers must become instruments of transformation; rather than teach, they must guide learning processes. We understand that those faces of novelty ceaselessly express modes of confrontation and of struggle. In response to the hypotheses, increasingly fashionable in recent years, surrounding processes of deinstitutionalization and in direct relation to de-subjectivation, this work delves into how daily life at schools is enacted, shaped, affected from the perspective of governmentality studies. Through the notion of the pedagogical apparatuses, we evidence the heterogeneous, diffuse, contradictory, and overlapping ways that daily life operates in the government of population, that is, the experience of the State that involves both government processes as such (the direction of conduct) and ways to avoid being governed, that is, ways that we, as subjects, invent ourselves in the world. Thus, with Foucault, we can assert that things might have changed a little… the battles may not have the same face. Rather than deny institutions and declare their senselessness, we frame the question of pedagogy as a political question in relation to the new faces of current battles. |
id |
RCAP_b5af37ef2faf0e691b501105bdb708b9 |
---|---|
oai_identifier_str |
oai:ojs.revistas.rcaap.pt:article/8908 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Governmentality and Pedagogical Apparatuses in Management TimesArticlesChange and the novel have become privileged instances, images of obligation and of how things should be: schools must change and teachers must become instruments of transformation; rather than teach, they must guide learning processes. We understand that those faces of novelty ceaselessly express modes of confrontation and of struggle. In response to the hypotheses, increasingly fashionable in recent years, surrounding processes of deinstitutionalization and in direct relation to de-subjectivation, this work delves into how daily life at schools is enacted, shaped, affected from the perspective of governmentality studies. Through the notion of the pedagogical apparatuses, we evidence the heterogeneous, diffuse, contradictory, and overlapping ways that daily life operates in the government of population, that is, the experience of the State that involves both government processes as such (the direction of conduct) and ways to avoid being governed, that is, ways that we, as subjects, invent ourselves in the world. Thus, with Foucault, we can assert that things might have changed a little… the battles may not have the same face. Rather than deny institutions and declare their senselessness, we frame the question of pedagogy as a political question in relation to the new faces of current battles.Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal)2016-03-29T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25749/sis.8908eng2182-96402182-8474Grinberg, Silvia M.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-30T08:15:39Zoai:ojs.revistas.rcaap.pt:article/8908Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:58:50.883006Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Governmentality and Pedagogical Apparatuses in Management Times |
title |
Governmentality and Pedagogical Apparatuses in Management Times |
spellingShingle |
Governmentality and Pedagogical Apparatuses in Management Times Grinberg, Silvia M. Articles |
title_short |
Governmentality and Pedagogical Apparatuses in Management Times |
title_full |
Governmentality and Pedagogical Apparatuses in Management Times |
title_fullStr |
Governmentality and Pedagogical Apparatuses in Management Times |
title_full_unstemmed |
Governmentality and Pedagogical Apparatuses in Management Times |
title_sort |
Governmentality and Pedagogical Apparatuses in Management Times |
author |
Grinberg, Silvia M. |
author_facet |
Grinberg, Silvia M. |
author_role |
author |
dc.contributor.author.fl_str_mv |
Grinberg, Silvia M. |
dc.subject.por.fl_str_mv |
Articles |
topic |
Articles |
description |
Change and the novel have become privileged instances, images of obligation and of how things should be: schools must change and teachers must become instruments of transformation; rather than teach, they must guide learning processes. We understand that those faces of novelty ceaselessly express modes of confrontation and of struggle. In response to the hypotheses, increasingly fashionable in recent years, surrounding processes of deinstitutionalization and in direct relation to de-subjectivation, this work delves into how daily life at schools is enacted, shaped, affected from the perspective of governmentality studies. Through the notion of the pedagogical apparatuses, we evidence the heterogeneous, diffuse, contradictory, and overlapping ways that daily life operates in the government of population, that is, the experience of the State that involves both government processes as such (the direction of conduct) and ways to avoid being governed, that is, ways that we, as subjects, invent ourselves in the world. Thus, with Foucault, we can assert that things might have changed a little… the battles may not have the same face. Rather than deny institutions and declare their senselessness, we frame the question of pedagogy as a political question in relation to the new faces of current battles. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-03-29T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25749/sis.8908 |
url |
https://doi.org/10.25749/sis.8908 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2182-9640 2182-8474 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa (Lisboa, Portugal) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799130455320035328 |