Education and Governmentality in Degraded Urban Territories: From the Sedimented to the Experience of the Actual.

GRINBERG, SILVIA; LANGER, EDUARDO

Surviving economic crises trough education

Peter Lang

Lugar: NewYork; Año: 2012; p. 149 - 163

Like a science fiction story come true ?a story that does not grow less real as it grows more virtual? since the final decades of the 20th century, crises have become a neuralgic part of our daily life. The call to change, to become subjects in a constant state of transformation and adaptation are the specific and unwavering appeals of the society in which we live. Thus, in recent years we have grown so accustomed to speaking of crisis, change and uncertainty that we treat those terms like an objective description of a given reality. Yet, we understand, in keeping with Deleuze and Guattari, that this ?given? reality is, in fact, the specific logic of capitalism, the displacement and codification of flows of desire that it creates but also fears.In this chapter, we offer some reflections born of the research that we have been carrying out in contexts of extreme urban poverty in the Buenos Aires Metropolitan Area since 2004.2Foucault used the notion of device especially when he begins to discuss what he called ?governmentality? or ?the government of men? (Agamben, 1998). In his reflections on More specifically, the project is being done in schools located in extremely degraded urban territories (Davies, 2007) that, as stated above, have grown ceaselessly since the late 1980s. While we have worked in a number of institutions, here we will discuss widely fieldwork done in a secondary school.