O navegar da docência no contexto neoliberal: (im)possibilidades de análise, na perspectiva da biopolítica.

Abstract

This dissertation presents a bibliographical study about "Teaching performance in the neoliberal context: (im)possibilities of analysis from the perspective of biopolitics". The research is based on the thought of Michel Foucault, who deals with the functionality, techniques, practices of power, which, as a result of historical processes, constitute biopolitical devices. Its general objective is to analyze teaching activities in the neoliberal context from the biopolitical perspective, seeking to establish possibilities for advances in this process. In addition to Foucault's formulations, other guiding threads for the establishment of reflections on this theme include the following authors: Agamben (2004, 2007, 2009), Arendt (2001, 2004) and Freire (1976, 1979, 1996). It emphasizes the importance of inserting Paulo Freire's thought, configuring a confrontation of ideas in the educational field, bringing emancipation as a new way of transforming reality. The research focuses on qualitative analyses, having in Marconi and Lakatos (2003) the possibility of developing bibliographical research, applying the hermeneutic method. The results showed us that neoliberalism has acted strongly, being a form of government action; biopolitics is an edge of this huge umbrella in which education takes place in a great expansion for optimizing the devices of power and control of the bodies. Biopolitics spreads, it takes effect, sometimes in a subtle or overt way, but the reality is that we cannot escape this political action. The progressive conceptions of education are presented as a possibility of overcoming and emancipation, which lead us to believe that, in this context, the teacher assumes the transforming and emancipating role of his students, developing his pedagogical work aimed at sharing knowledge, going towards the critical and reflective dimension. This makes us reflect on the pedagogical action in the field of resistance, freedom and hope, not only to include, but to promote free knowledge, leaving subjects free, so that they become capable of deciding for themselves, transforming the world more egalitarian and humane. [resumo fornecido pelo autor]