The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality

Detalhes bibliográficos
Autor(a) principal: Scotta, Larissa
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3145
Resumo: This paper discusses the emergence of a schooling model, in the Brazilian neoliberal conservative context, which considers the high school student as an ‘entrepreneur of himself’ who, in school, exercises strategic actions to enhance his human capital from a protagonist viewpoint whenever choosing his formative path. For this, the perspective of Foucauldian studies was used, in particular the concept of ‘governmentality’, understood a regime of power that conducts behaviours andgoverns mentalities in a certain direction. The first part of the text addresses the developments of neoliberal governmentality in the educational domain, pointing to the centrality occupied by the processes of educability and subjectivation within the strategic dimension of neoliberalism. The second part mobilizes discourses present in guidelines of the high school reform in the State of Rio Grande do Sul, Brazil. There is a discursive regularity that projects in students a leading role and a responsibility that comes from neoliberal values and principles. The third part addresses the relationship between individual accountability and family support. In an ever more dramatic framework of life precariousness and the recrudescence of the moral core of neoliberalism, when the youth, thrown into the game of competition fails, the family provides the protection that the state, which also functions according to business logic, fails to offer individuals
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spelling The protagonist and responsible student of the New High School: an analysis from the perspective of governmentalityEl estudiante protagonista y responsable de la Nueva Escuela Secundaria: un análisis bajo los lentes de la gubernamentalidadO ESTUDANTE PROTAGONISTA E RESPONSABILIZADO DO NOVO ENSINO MÉDIO: UMA ANÁLISE SOB AS LENTES DA GOVERNAMENTALIDADEReforma Ensino MédioGovernamentalidade NeoliberalResponsabilizaçãoProtagonismoReforma de la Enseñanza SecundariaGubernamentalidad NeoliberalResponsabilidadProtagonismoHigh school reform Neoliberal governmentalityAccountability ProtagonismThis paper discusses the emergence of a schooling model, in the Brazilian neoliberal conservative context, which considers the high school student as an ‘entrepreneur of himself’ who, in school, exercises strategic actions to enhance his human capital from a protagonist viewpoint whenever choosing his formative path. For this, the perspective of Foucauldian studies was used, in particular the concept of ‘governmentality’, understood a regime of power that conducts behaviours andgoverns mentalities in a certain direction. The first part of the text addresses the developments of neoliberal governmentality in the educational domain, pointing to the centrality occupied by the processes of educability and subjectivation within the strategic dimension of neoliberalism. The second part mobilizes discourses present in guidelines of the high school reform in the State of Rio Grande do Sul, Brazil. There is a discursive regularity that projects in students a leading role and a responsibility that comes from neoliberal values and principles. The third part addresses the relationship between individual accountability and family support. In an ever more dramatic framework of life precariousness and the recrudescence of the moral core of neoliberalism, when the youth, thrown into the game of competition fails, the family provides the protection that the state, which also functions according to business logic, fails to offer individualsEste texto discute el surgimiento de un modelo de escolarización, en el contexto neoliberal conservador brasileño, que toma al estudiante de secundaria como un 'empresario de sí mismo', capaz de ejercer acciones para potenciar su capital humano desde un rol protagónico y una responsabilidad en la elección de su trayectoria formativa. Las lentes teóricas y metodológicas que guían este trabajo tienen el aporte de los Estudios Foucaultianos, siendo movilizado para la problematización el concepto de 'gubernamentalidad', entendido como un régimen de poder que conduce los comportamientos y gobierna las mentalidades en una determinada dirección. La primera parte del texto aborda el desdoblamiento de la gubernamentalidad neoliberal en el dominio educativo, señalando la centralidad que ocupan los procesos de educabilidad y subjetivación dentro de la dimensión estratégica del neoliberalismo. La segunda parte moviliza discursos presentes en lineamientos de reforma de la enseñanza secundaria en el Estado de Rio Grande do Sul, subrayando una regularidad discursiva que proyecta en los estudiantes un rol responsable que proviene de los valores y principios del ethos neoliberal. La tercera parte apunta a un entrelazamiento entre la responsabilidad individual y el apoyo familiar. En un cuadro cada vez más drástico de la precariedad de la vida y el resurgimiento de un neoliberalismo con rostro conservador, cuando el joven arrojado al juego competitivo fracasa, es la familia la que está llamada como “aseguradora” a garantizar la protección que el Estado, operando también desde la lógica empresarial, deja de ofrecer a los individuos.Este texto discute a emergência de um modelo de escolarização, no contexto neoliberal conservador brasileiro, que toma o estudante do ensino médio como um ‘empresário de si mesmo’, capaz de exercer ações para potencializar seu capital humano a partir de um protagonismo e de uma responsabilização na escolha de seu percurso formativo. As lentes teórico-metodológicas que guiam este trabalho têm o aporte dos Estudos Foucaultianos, sendo mobilizado para a problematização o conceito de ‘governamentalidade’, entendido como um regime de poder que conduz os comportamentos e governa as mentalidades numa determinada direção. A primeira parte do texto aborda os desdobramentos da governamentalidade neoliberal no domínio educacional, apontando-se para a centralidade ocupada pelos processos de educabilidade e subjetivação dentro da dimensão estratégica do neoliberalismo. A segunda parte mobiliza discursos presentes em diretrizes orientadoras da reforma do ensino médio no Estado do Rio Grande do Sul, sublinhando uma regularidade discursiva que projeta nos estudantes um protagonismo responsabilizado que advém dos valores e princípios do ethos neoliberal. A terceira parte aponta um entrelaçamento entre responsabilização individual e esteio familiar. Em um quadro cada vez mais drástico de precarização da vida e de recrudescimento de um neoliberalismo de face conservadora, quando o jovem, lançado no jogo das competividades fracassa, é a família que é acionada como “seguradora” para garantir a proteção que o Estado, também ele funcionando a partir da lógica empresarial, deixa de oferecer aos indivíduos.Universidade Federal do Piauí2022-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/314510.26694/rles.v26i52.3145Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 350-372Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 350-372Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 350-3722526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/3145/3395Copyright (c) 2022 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessScotta, Larissa2023-01-29T01:18:19Zoai:periodicos.ufpi.br:article/3145Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-01-29T01:18:19Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
El estudiante protagonista y responsable de la Nueva Escuela Secundaria: un análisis bajo los lentes de la gubernamentalidad
O ESTUDANTE PROTAGONISTA E RESPONSABILIZADO DO NOVO ENSINO MÉDIO: UMA ANÁLISE SOB AS LENTES DA GOVERNAMENTALIDADE
title The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
spellingShingle The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
Scotta, Larissa
Reforma Ensino Médio
Governamentalidade Neoliberal
Responsabilização
Protagonismo
Reforma de la Enseñanza Secundaria
Gubernamentalidad Neoliberal
Responsabilidad
Protagonismo
High school reform
Neoliberal governmentality
Accountability
Protagonism
title_short The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
title_full The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
title_fullStr The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
title_full_unstemmed The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
title_sort The protagonist and responsible student of the New High School: an analysis from the perspective of governmentality
author Scotta, Larissa
author_facet Scotta, Larissa
author_role author
dc.contributor.author.fl_str_mv Scotta, Larissa
dc.subject.por.fl_str_mv Reforma Ensino Médio
Governamentalidade Neoliberal
Responsabilização
Protagonismo
Reforma de la Enseñanza Secundaria
Gubernamentalidad Neoliberal
Responsabilidad
Protagonismo
High school reform
Neoliberal governmentality
Accountability
Protagonism
topic Reforma Ensino Médio
Governamentalidade Neoliberal
Responsabilização
Protagonismo
Reforma de la Enseñanza Secundaria
Gubernamentalidad Neoliberal
Responsabilidad
Protagonismo
High school reform
Neoliberal governmentality
Accountability
Protagonism
description This paper discusses the emergence of a schooling model, in the Brazilian neoliberal conservative context, which considers the high school student as an ‘entrepreneur of himself’ who, in school, exercises strategic actions to enhance his human capital from a protagonist viewpoint whenever choosing his formative path. For this, the perspective of Foucauldian studies was used, in particular the concept of ‘governmentality’, understood a regime of power that conducts behaviours andgoverns mentalities in a certain direction. The first part of the text addresses the developments of neoliberal governmentality in the educational domain, pointing to the centrality occupied by the processes of educability and subjectivation within the strategic dimension of neoliberalism. The second part mobilizes discourses present in guidelines of the high school reform in the State of Rio Grande do Sul, Brazil. There is a discursive regularity that projects in students a leading role and a responsibility that comes from neoliberal values and principles. The third part addresses the relationship between individual accountability and family support. In an ever more dramatic framework of life precariousness and the recrudescence of the moral core of neoliberalism, when the youth, thrown into the game of competition fails, the family provides the protection that the state, which also functions according to business logic, fails to offer individuals
publishDate 2022
dc.date.none.fl_str_mv 2022-12-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3145
10.26694/rles.v26i52.3145
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3145
identifier_str_mv 10.26694/rles.v26i52.3145
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3145/3395
dc.rights.driver.fl_str_mv Copyright (c) 2022 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Linguagens, Educação e Sociedade
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 350-372
Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 350-372
Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 350-372
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
_version_ 1796797445186781184

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