GOVERNMENTALITY AND PEDAGOGICAL APPARATUSES IN MANAGEMENT TIMES

GRINBERG, SILVIA

SISYPHUS JOURNAL OF EDUCATION

Universidade de Lisboa

Lugar: Lisboa; Año: 2015 vol. 3 p. 88 - 109

2182-8474

Change and the novel havebecome privileged instances, images of obligation and of how things should be:schools must change and teachers must become instruments of transformation;rather than teach, they must guide learning processes. We understand that thosefaces of novelty ceaselessly express modes of confrontation and of struggle. Inresponse to the hypotheses, increasingly fashionable in recent years,surrounding processes of deinstitutionalization and in direct relation to de-subjectification,this work delves into how daily life at schools is enacted, shaped, affected from theperspective of governmentality studies. Through the notion of the pedagogical apparatuses, weevidence the heterogeneous, diffuse, contradictory, and overlapping ways thatdaily life operates in thegoverment of population, that is, the experience of the State that involvesboth government processes as such (the direction of conduct) and ways to avoid being governed, that is, ways that we, as subjects,invent ourselves in the world. Thus, with Foucault, we can assert that things might have changed a little? thebattles may not have the same face.Rather than deny institutions anddeclare their senselessness, we frame the question of pedagogy as a politicalquestion in relation to the new faces of current battles.