Política, resistência e vida na função-educador: contribuições de Foucault
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Data
2016-03-04
Autores
Almeida, Jonas Rangel de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta dissertação é discutir a partir das últimas investigações, ético-políticas, de Michel Foucault, a problemática da política – o governo de si e dos outros –, da resistência e da vida como elementos constitutivos à formação ética do educador, na condição de um intelectual específico. Procede-se a localização, reunião, seleção e interpretação das evidências fornecidas por Foucault, desde os primeiros textos, conferências, cursos e entrevistas da década de 1970, até os anos de 1980. O desafio consiste em saber, se é possível, ao professor agir como um intelectual que resiste as formas de sujeição existentes e que cria novos modos de vida à vista da imanência das relações entre saber, poder e verdade. Pode o professor ter uma atitude ética na instituição escolar que não se confunda com um discurso moral, mas, que concorra à construção de outros modos de existência? No primeiro momento desta dissertação, tornou-se necessário relacionar a interrogação do presente com o diagnóstico de emergência de múltiplas racionalidades de governo da conduta dos homens. No segundo momento, tratou-se de discutir em que medida essa questão das artes de governo tiveram impacto sobre a problematização do papel do intelectual, correlacionando à atribuição do papel do intelectual com a reconstrução das três economias de poder, pode-se dizer que: primeiramente, o aparecimento de um intelectual defensor do saber da ordem clássica, aquele que se ocupava do problema da razão de Estado; segundo, surge o intelectual universal, figura alinhada a ideia de direito e justiça que defende os princípios universais da razão e acredita ser possível conduzir os homens, graças, as racionalidades governamentais assentadas na matriz filosófica do Homem; e, por fim, o intelectual específico, figura que adentra a reflexão a partir do momento que os cientistas passam a perceber os efeitos de poder da racionalidade científica, da relação entre épistemè e technè. Para Foucault o intelectual específico provém do cientista perito que se atentou às suas próprias condições de vida e trabalho e aprendeu a atuar de forma local, observando os efeitos políticos de seus saberes. No terceiro momento, o objetivo é situar o lugar de exercício do educador na instituição escolar considerando as dimensões pedagógicas do processo de governamentalização e das múltiplas formas de arte de governar. Procura-se correlacionar a reconstrução das economias de poder preponderantes no Ocidente com as tecnologias de si. Ressalta-se que, além da herança pastoral – os atos de verdade e a confissão – e disciplinar – bloco capacidade-comunicação-poder –, as tecnologias diversas que circunscrevem o papel do professor atualmente caminham no sentido de torná-lo um empresário de si mesmo. Considera-se que a figura do educador no espaço de poder/verdade está vinculada à reinscrição das técnicas de governo que agem em prol de um empresariamento da vida. A tarefa do educador será a de opor seu corpo, seu discurso e sua vontade decisória de não ser governado, situando-se no horizonte da desestabilização do jogo político de verdade instituído; de uma atitude ética de desprendimento das engrenagens históricas e sociais; será uma contraconduta diante produção social da sujeição.
The objective of this dissertation is to discuss, from the latest ethical-political investigations of Michel Foucault, the problematic of politics – the government of self and others -, of resistance and of life as constitutive elements to the educator’s ethical formation, under the condition of a specific intellectual. It proceeds with locating, gathering, selecting and interpreting evidence provided by Foucault, from the initial texts, conferences, courses and interviews from 1970 to 1980. The challenge consists in knowing if it is possible for a teacher to act as an intellectual who resists the existing manners of subjection and who creates new ways of life due to the immanence of the relations between knowledge, power and truth. Inside the educational institution, can a teacher have an ethical attitude that concurs to the construction of other ways of existence and is not mistaken by a moral discourse? In the initial part of this dissertation, it was necessary to relate the interrogation of the present time with the emergency diagnosis of multiple rationalities that govern the conduct of men. In the second part was discussed the manner in which the arts of government had an impact on the questioning of the intellectual’s role, correlating the attribution of the intellectual’s role with the reconstruction of the three power economies. It can be said that: first, the appearance of an intellectual who defends knowledge, the one who occupies himself with the State’s reason problem; second, the universal intellectual emerges, someone aligned with the idea of righteousness and justice, who defends universal principles of reason and who believes that it is possible to lead men thanks to the governmental rationalities laid in the philosophical matrix of Man; and, finally, the specific intellectual, someone who reflects from the time where scientists begin to realize the power effects of scientific rationality, of the relation between épistemè and technè. According to Foucault, the specific intellectual comes from the expert scientist who paid special attention to his own conditions of life and work and learned to act locally, observing the political effects of his knowledge. In the third part of this dissertation, the objective is to situate the placement of an educator’s exercise inside the educational institution, considering the pedagogical dimensions of the governmentalization process and the multiple forms of government’s art. We seek to correlate the reconstruction of the power economies preponderant in the West with the technologies themselves. It is important to point out that beyond the pastoral heritage – the acts of truth and confession – and disciplinary heritage – capacity-communication-power block -, the diverse technologies that circumscribes the teacher’s role nowadays are leading him to become a businessperson. The educator within the power/truth space is considered to be attached to the insertion of government techniques that act in favor of an entrepreneurship of life. The task of the educator will be to oppose his body, discourse and deciding will in order to not be governed, situating himself on destabilizing the instituted political game of truth; to have an ethical attitude of freeing himself from the historical and social gears, and to be a contrary conduct facing the social production of subjection.
The objective of this dissertation is to discuss, from the latest ethical-political investigations of Michel Foucault, the problematic of politics – the government of self and others -, of resistance and of life as constitutive elements to the educator’s ethical formation, under the condition of a specific intellectual. It proceeds with locating, gathering, selecting and interpreting evidence provided by Foucault, from the initial texts, conferences, courses and interviews from 1970 to 1980. The challenge consists in knowing if it is possible for a teacher to act as an intellectual who resists the existing manners of subjection and who creates new ways of life due to the immanence of the relations between knowledge, power and truth. Inside the educational institution, can a teacher have an ethical attitude that concurs to the construction of other ways of existence and is not mistaken by a moral discourse? In the initial part of this dissertation, it was necessary to relate the interrogation of the present time with the emergency diagnosis of multiple rationalities that govern the conduct of men. In the second part was discussed the manner in which the arts of government had an impact on the questioning of the intellectual’s role, correlating the attribution of the intellectual’s role with the reconstruction of the three power economies. It can be said that: first, the appearance of an intellectual who defends knowledge, the one who occupies himself with the State’s reason problem; second, the universal intellectual emerges, someone aligned with the idea of righteousness and justice, who defends universal principles of reason and who believes that it is possible to lead men thanks to the governmental rationalities laid in the philosophical matrix of Man; and, finally, the specific intellectual, someone who reflects from the time where scientists begin to realize the power effects of scientific rationality, of the relation between épistemè and technè. According to Foucault, the specific intellectual comes from the expert scientist who paid special attention to his own conditions of life and work and learned to act locally, observing the political effects of his knowledge. In the third part of this dissertation, the objective is to situate the placement of an educator’s exercise inside the educational institution, considering the pedagogical dimensions of the governmentalization process and the multiple forms of government’s art. We seek to correlate the reconstruction of the power economies preponderant in the West with the technologies themselves. It is important to point out that beyond the pastoral heritage – the acts of truth and confession – and disciplinary heritage – capacity-communication-power block -, the diverse technologies that circumscribes the teacher’s role nowadays are leading him to become a businessperson. The educator within the power/truth space is considered to be attached to the insertion of government techniques that act in favor of an entrepreneurship of life. The task of the educator will be to oppose his body, discourse and deciding will in order to not be governed, situating himself on destabilizing the instituted political game of truth; to have an ethical attitude of freeing himself from the historical and social gears, and to be a contrary conduct facing the social production of subjection.
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Palavras-chave
Foucault, Governo político, Intelectual, Educador, Filosofia da educação, Political government, Intellectual, Educator, Education philosophy