Desterritorializando a BNCC: experiência e acontecimento na perspectiva da filosofia da diferença
Data
2021-11-23
Autores
Silva, Silvia Cristina Barbosa da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa utiliza os pressupostos da filosofia da diferença no processo de análise dos enunciados das competências gerais da Educação Básica, estruturada pela Base Nacional Comum Curricular (BNCC). Para tanto, utilizaremos os princípios foucaultianos e deleuzianos e demais autores que compartilham desta perspectiva. Como método de análise dessas competências, partiremos do termo teorizações proposto por Veiga-Neto. Destarte, tem-se o objetivo de analisar o contexto em que a referida base se insere, representado por uma educação maior, que caracteriza o aspecto normativo da educação, assim como a conjuntura do neoliberalismo na qual emergem os sujeitos escolares. Tais ações atuam em uma biopolítica, bem como uma governamentalidade na subjetividade destes sujeitos. Por outro lado, a educação menor inerente à educação maior efetua uma desterritorialização ao compreender o acontecimento como ruptura. Neste campo de possibilidades, constatamos que as experiências tendem a constituir-se no âmbito de uma dobra no processo de subjetivação dos sujeitos escolares.
This research uses the assumptions of the philosophy of difference in the process of analyzing the general competences of Basic Education, structured by the Common National Curriculum Base (BNCC). For that, we will use the Foucaultian and Deleuzian principles and other authors who share this perspective. As a method of analysis of these competences, we, will use the term theorizations proposed by Veiga-Neto. Thus, the objective is to analyze the contexto in which the mentionated base is inserted, represented by a higher education, which caracterizes the normative aspecto of education, as well as the context of neoliberalism in which school subjects emerge. Such actions act in a biopolitics, as well as a governamentality in the subjectivity of these subjects. On the other hand, lower education inherent to higher education effects a deterritorialization by understanding the event as a rupture. In this field of possibilities, we find that the experiences tend to constitute themselves within the scope of a fold in the subjectivation process of school subjects.
This research uses the assumptions of the philosophy of difference in the process of analyzing the general competences of Basic Education, structured by the Common National Curriculum Base (BNCC). For that, we will use the Foucaultian and Deleuzian principles and other authors who share this perspective. As a method of analysis of these competences, we, will use the term theorizations proposed by Veiga-Neto. Thus, the objective is to analyze the contexto in which the mentionated base is inserted, represented by a higher education, which caracterizes the normative aspecto of education, as well as the context of neoliberalism in which school subjects emerge. Such actions act in a biopolitics, as well as a governamentality in the subjectivity of these subjects. On the other hand, lower education inherent to higher education effects a deterritorialization by understanding the event as a rupture. In this field of possibilities, we find that the experiences tend to constitute themselves within the scope of a fold in the subjectivation process of school subjects.
Descrição
Palavras-chave
BNCC, Biopolítica, Governamentabilidade, Subjetividade, Dobra, Biopolitics, Governmentality, Subjectivity, Fold