DISTANCE LEARNING AND NOOPOWER

• Autor(a) principal: Saraiva, Karla
• Data de Publicação: 2008
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Paidéi@
• Texto Completo: https://periodicos.unimesvirtual.com.br/index.php/paideia/article/view/54
• topic: Educação; Educação a Distância; educação a distância, noopoder, professor, aluno

The aim of this paper is to demonstrate narratives found in other papers about how distance learning teachers and students should be and act are crossed by the so called noopower (LAZZARATO, 2006). First, I present a conceptual framework where the notion of noopower is inserted, and I explain how this modality of power is coordinated with two other modalities characteristics of Modernity, according Foucault (1999, 2002): the discipline exercised on individual bodies, and the biopower exercised on the species body, ie the population. According Lazzarato (2006), the noopower is constituted by techniques of distance control capturing the memory and attention. Its application point is no longer the bodies, but were rather engaged in the modulation of minds. The devices of power based on distance control has begun to develop even in the nineteenth century, as the work of Gabriel Tarde demonstrates, but they expand at the end of the twentieth century, with the development of information and communication technologies. Lazzarato (2006) suggests three characteristics of control techniques: cooperation between brains, technological resources with distance action and processes of subjection and subjectivation involved in creating the public. From a brief theoretical framework, I analyze excerpts extracted from papers published in Brazilian journals. I demonstrate that characteristics of control techniques appear explicitly in those documents we can take as a discursive production of distance learning pedagogical subjects. This signals the articulation of noopower with this kind of educational practices that have an increasing importance in Contemporaneity.