LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION

Detalhes bibliográficos
Autor(a) principal: Manfré, Ademir
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/2988
Resumo: “Think outside the box”, “Innovate”, “Be your own entrepreneur”, “Learn to undertake”. These are some of the formative imperatives conveyed daily in contemporary times. Many of us have been asked what we want to be when we grow up. Guided by market imperatives, the culture of entrepreneurship, the Life Project and self-management emerge as formative references in educational spaces. According to this culture, the Project of Life promises to develop the individuals in multiple dimensions, motivating them to solve problems and make decisions to achieve goals and accomplish professional fulfillment. When associated to the Project of Life, such culture imposes business devices – like competitiveness, performance and productivity – to the educational scope, submitting the training processes to a new governmentality. From that, we raise the following question: What have we made of ourselves under the control forms of life? We believe that the academic debate on the Project of Life is grounded in principles from the neoliberal market, prioritizing the formation of economically productive individuals, whose are, however, politically submissive and docile. Thus, we intend to discuss the role played by entrepreneurial pedagogical rationality in directing the forms of self-government. To develop our criticism, we adopt an analytical standpoint from Foucault's thoughts, which emerges as a theoretical framework capable of presenting the limits of neoliberal devices that place Education in the guidelines of productivity and effectiveness.
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spelling LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATIONAPRENDER A EMPRENDER: EL PROYECTO DE VIDA Y LA CULTURA DEL EMPRENDIMIENTO EN LA EDUCACIÓN ESCOLARAPRENDENDO A EMPREENDER: O PROJETO DE VIDA E A CULTURA DO EMPREENDEDORISMO NA EDUCAÇÃO ESCOLAREmpreendedor de siProjeto de VidaCultura do desempenhoEmprendedor de sí mismoProyecto de VidaCultura de desempeñoLife ProjectEntrepreneur of himselfPerformance culture“Think outside the box”, “Innovate”, “Be your own entrepreneur”, “Learn to undertake”. These are some of the formative imperatives conveyed daily in contemporary times. Many of us have been asked what we want to be when we grow up. Guided by market imperatives, the culture of entrepreneurship, the Life Project and self-management emerge as formative references in educational spaces. According to this culture, the Project of Life promises to develop the individuals in multiple dimensions, motivating them to solve problems and make decisions to achieve goals and accomplish professional fulfillment. When associated to the Project of Life, such culture imposes business devices – like competitiveness, performance and productivity – to the educational scope, submitting the training processes to a new governmentality. From that, we raise the following question: What have we made of ourselves under the control forms of life? We believe that the academic debate on the Project of Life is grounded in principles from the neoliberal market, prioritizing the formation of economically productive individuals, whose are, however, politically submissive and docile. Thus, we intend to discuss the role played by entrepreneurial pedagogical rationality in directing the forms of self-government. To develop our criticism, we adopt an analytical standpoint from Foucault's thoughts, which emerges as a theoretical framework capable of presenting the limits of neoliberal devices that place Education in the guidelines of productivity and effectiveness.“Piensa fuera de la caja”, “Innova”, “Sé tu propio emprendedor”, “Aprende a emprender”. Estos son algunos de los imperativos formativos que se transmiten a diario en la contemporaneidad. De acuerdo con esta cultura, el Proyecto de Vida promete desarrollar al individuo en múltiples dimensiones, motivándolo a resolver problemas y tomar decisiones para alcanzar metas y lograr la realización profesional. Cuando se asocia al Proyecto de Vida, esta cultura traslada dispositivos empresariales -como la competitividad, el desempeño y la productividad- al ámbito educativo, subordinando los procesos de formación a una nueva gubernamentalidad. Partía de la siguiente pregunta: ¿qué hemos hecho de nosotros mismos bajo las formas de control de la vida? Se asume que el debate académico sobre Proyecto de Vida está anclado en principios del mercado neoliberal, priorizando la formación de individuos económicamente productivos, pero políticamente sumisos y dóciles. De esta manera, pretendemos discutir el papel que juega la racionalidad pedagógica empresarial en la dirección de las formas de autogobierno. Como forma de dirección analítica, la crítica de Foucault surge como un marco teórico capaz de presentar los límites de los dispositivos neoliberales que sitúan a la Educación en las pautas de la productividad y la eficacia.“Pense fora da caixa”, “Inove”, “Seja empreendedor de si”, “Aprenda a empreender”. Esses são alguns dos imperativos formativos veiculados cotidianamente na contemporaneidade. Quando crianças, muitos de nós já fomos questionados sobre o que queremos ser quando crescer. Pautados por imperativos mercadológicos, a cultura do empreendedorismo emerge como referencial formativo “inovador” nos espaços educativos. Nesse contexto, o Projeto de Vida promete desenvolver múltiplas dimensões, motivando os indivíduos a resolver problemas e a tomar decisões para alcançar objetivos e atingir a realização profissional. Essa cultura transfere os dispositivos empresariais – tais como competividade, lucratividade, desempenho e produtividade – para o âmbito educacional, subordinando os processos formativos a uma nova governamentalidade. Diante do assinalado, partiu-se do seguinte questionamento: por qual motivo inserir a cultura do empreendedorismo nas escolas? A partir do exposto, defende-se que o debate acadêmico sobre Projeto de Vida ancora-se em princípios provenientes do mercado neoliberal, priorizando a formação de indivíduos economicamente produtivos, porém, politicamente submissos e dóceis. Desse modo, pretende-se colocar em discussão o papel desempenhado pela racionalidade pedagógica empreendedora no direcionamento das formas de governo de si. Como forma de direcionamento analítico, a crítica foucautiana surgiu como referencial teórico capaz de apresentar criticamente os limites dos dispositivos neoliberais que inserem a Educação nas diretrizes da produtividade e da governamentalidade.Universidade Federal do Piauí2022-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/298810.26694/rles.v26i52.2988Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 373-395Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 373-395Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 373-3952526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/2988/3396Copyright (c) 2022 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessManfré, Ademir2023-01-29T01:18:19Zoai:periodicos.ufpi.br:article/2988Revistahttps://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 LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
APRENDER A EMPRENDER: EL PROYECTO DE VIDA Y LA CULTURA DEL EMPRENDIMIENTO EN LA EDUCACIÓN ESCOLAR
APRENDENDO A EMPREENDER: O PROJETO DE VIDA E A CULTURA DO EMPREENDEDORISMO NA EDUCAÇÃO ESCOLAR
title LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
spellingShingle LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
Manfré, Ademir
Empreendedor de si
Projeto de Vida
Cultura do desempenho
Emprendedor de sí mismo
Proyecto de Vida
Cultura de desempeño
Life Project
Entrepreneur of himself
Performance culture
title_short LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
title_full LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
title_fullStr LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
title_full_unstemmed LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
title_sort LEARNING TO UNDERTAKE: THE LIFE PROJECT AND THE CULTURE OF ENTREPRENEURSHIP IN SCHOOL EDUCATION
author Manfré, Ademir
author_facet Manfré, Ademir
author_role author
dc.contributor.author.fl_str_mv Manfré, Ademir
dc.subject.por.fl_str_mv Empreendedor de si
Projeto de Vida
Cultura do desempenho
Emprendedor de sí mismo
Proyecto de Vida
Cultura de desempeño
Life Project
Entrepreneur of himself
Performance culture
topic Empreendedor de si
Projeto de Vida
Cultura do desempenho
Emprendedor de sí mismo
Proyecto de Vida
Cultura de desempeño
Life Project
Entrepreneur of himself
Performance culture
description “Think outside the box”, “Innovate”, “Be your own entrepreneur”, “Learn to undertake”. These are some of the formative imperatives conveyed daily in contemporary times. Many of us have been asked what we want to be when we grow up. Guided by market imperatives, the culture of entrepreneurship, the Life Project and self-management emerge as formative references in educational spaces. According to this culture, the Project of Life promises to develop the individuals in multiple dimensions, motivating them to solve problems and make decisions to achieve goals and accomplish professional fulfillment. When associated to the Project of Life, such culture imposes business devices – like competitiveness, performance and productivity – to the educational scope, submitting the training processes to a new governmentality. From that, we raise the following question: What have we made of ourselves under the control forms of life? We believe that the academic debate on the Project of Life is grounded in principles from the neoliberal market, prioritizing the formation of economically productive individuals, whose are, however, politically submissive and docile. Thus, we intend to discuss the role played by entrepreneurial pedagogical rationality in directing the forms of self-government. To develop our criticism, we adopt an analytical standpoint from Foucault's thoughts, which emerges as a theoretical framework capable of presenting the limits of neoliberal devices that place Education in the guidelines of productivity and effectiveness.
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/2988
10.26694/rles.v26i52.2988
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2988
identifier_str_mv 10.26694/rles.v26i52.2988
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2988/3396
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?; 373-395
Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 373-395
Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 373-395
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
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