Currículo e devir do sujeito: entre a produção da subjetividade vigilantemente concorrente e a diferença

• Ano de defesa: 2025
• Autor(a) principal: Bomfim, Juliana Cristina
• Orientador(a): Riscal, Sandra Aparecida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Pedagogia; Currículo; Poder; Governamentalidade; Biopolítica; Diferença
• Palavras-chave em Inglês: Pedagogy; Curriculum; Power; Governmentality; Biopolitics; Difference
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://hdl.handle.net/20.500.14289/23084

The present research sought to understand the dynamics of the conditions of possibility and historical contingency, experienced between the years 2006 and 2023, which engendered the transformations of the curricular structure of the in-person Bachelor's degree in Pedagogy of the largest unit of UEMG: the unity of Passos, examining to what extent the virtual connection between neoliberal governmentality and education was propagated in the PPC of the Pedagogy course and which discourses are supported as truths and to what extent these transformations are crossed by the relation betweenpower, subjectivity and difference. The corpus of the analysis was constituted by the PPC, published between the years 2006 and 2023, considered by me as one of the privileged artifacts, for being dealing with documents that were elaborated before and after the estadualization of UEMG. I cast, therefore, some looks at the curriculum of the Pedagogy course, academic unit of Passos and take as inspiration the production perspective of the French philosopher Michel Foucault and its extension to the field of the curriculum that allow me to think, the concrete world of discursive and non-discursive practices, the reality, the conditions of possibility, emergence and existence of the UEMG of Passos and the curriculum of the Pedagogy course of this unit. The analysis generated here allows me to affirm that the PPC published before the period of stateization of the university, or during the initial moment of its transition, articulate to the forms of neoliberal governmentality, that is, to an economic rationality and in this way, they operate the subjectivation of the vigilantly competing subject. In this sense, curricular policies and pedagogical projects that flirt with neoliberal governmentality can not promote the affirmation of difference and therefore it is urgent a curriculum-crossroads that makes of "thought a nomadic power", that is, a counter-revolution, that it goes through thinking the difference as a human right, that is, the right to difference, to others.