Horizontes da complexidade: a religação dos saberes cuidado de si e autoética como contribuição à atuação docente

Abstract

The involvement of biopolitics are characterized by the capillarity of a modus operandi that, somehow, becomes society, as a way of living conditioned to the relations of power-knowledge, captured from the political-economic system and the market, as a place of competition and manifested in the teaching performance. To change this logic, other knowledges need to be incorporated into education, as well as teaching performance. Thereby, it is questioned: How can the reconnection of knowledges, self-care and self-ethics, contribute to a teaching performance that, beyond to biopolitics, can be inspired by possible horizons of education in complexity? As a general purpose, it is intended to propose the reconnection of knowledges, self-care and self-ethics, as a contribution to a teaching performance that, in addition to the implications of biopolitics, can be inspired by possible horizons of education in complexity. The specific objectives address to: think about the teaching performance, from theoretical perspectives of education in complexity and biopolitics; analyze the implications of biopolitics in teaching performance; to present the reconnection of knowledges, self-care and self-ethics, as a contribution to teaching performance, in possible horizons of education in complexity. The epistemological way is characterized as research with a complex approach, using qualitative analysis, with the support of quantitative data, interrelating with the theoretical perspective of Edgar Morin and Michel Foucault, projected to analyze a sample of 33 teachers from a public and federal institution, through discursive textual analysis. The main results demonstrate, theoretically, that the relation-power to know and the asepsis of what is not productive, as well as the dehumanization and the fragmentation of knowledges imply to the teaching performance. From the teachers' experience, these implications are clear, in such a way that performance requirements generate pressures and demands both external (society in general) and internal (self-demand), lack of time and over-activities, which trigger self-exploitation. Besides that, there is a feeling of little appreciationin front of the complexity of the occupation. Therefore, reconnecting the self-care with self-ethics brings other perspectives beyond biopolitics, which, inspired by possible horizons of complexity, contributes with knowledges to be incorporated into the initial and continuing training of teachers, connecting a set of meanings and senses present in two theoretical conceptions. Inspired by the metaphor of the lotus flower, due to its growth potential and maintenance of life in an inhospitable and uncertain environment, this enlargement of the view scientifically contributes to the transition between the simplification paradigm and the complexity paradigm. Socially, it brings perspectives for a teaching performance focused on own ethical dimension, whose links are established with society, especially after the Covid-19 pandemic, which requires other ways of living, to overcome so many educational, sanitary, economic, social, environmental differences, among others [resumo fornecido pelo autor].