Professores e ensino médio brasileiro na revista Educação/UFSM: um arquivo sobre a produção de sujeitos na governamentalidade neoliberal

• Ano de defesa: 2018
• Autor(a) principal: Miguel, Ivan Gregorio Silva
• Orientador(a): Tomazetti, Elisete Medianeira
• Banca de defesa: Carvalho, Alexandre Filordi de , Fabris, Elí Terezinha Henn , Possa, Leandra Bôer
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Professor empreendedor precarizado; Ensino médio; Revista Educação/UFSM; Processos de subjetivação
• Palavras-chave em Inglês: Precarized entrepreneur teacher; High school; Educação/UFSM journal; Process of subjetivation
• Palavras-chave em Espanhol: Profesor emprendedor precarizado; Enseñanza media; Revista Educación; Procesos de subjetivación
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15669

This thesis sought to analyze a series of articles from the Educação/UFSM journal, published by the Education Center (CE) of the Federal University of Santa Maria (UFSM) and a selection of Brazilian official documents on education, with the aim of producing an archive - understood from the point of view of Michel Foucault’s archaeology - that allows me to investigate the conditions of historical possibility of the narratives about Brazilian secondary school teachers and their work environment, as well as to analyze how those narratives circulated discourses about these subjects and their professional context. By operating with this archive, contextualizing it in the neoliberal governmentality, I sought to show the power relations that went through the practices of professors and contributed to the production of processes of subjectivation of these teachers. In this way I operate to update this archive in order to problematize how certain truth regimes were established to say what are the capacities needed to be a teacher in the contemporary world, as well as what are the conditions in which these teachers must play his practices. The discursive productions of the journal had as a reference framework the academic environment, and, therefore, they needed, in a certain way, to adapt to the environment given by the educational system of its different times. For this work, the papers published in the journal Educação/UFSM between 1975 and the first semester of 2018 were selected as materiality, with a total of nine hundred and nine texts, of which forty-two papers were selected to compose the corpus of the investigation. Also part of that corpus was a selection of laws and guidelines directly or indirectly linked to the level of secondary education, which were promulgated during the aforementioned period. The theoretical and methodological inspiration of the research was Michel Foucault's archaeo-genealogy, and through this inspiration I tried, first to construct a file understanding that the journal placed in circulation a series of discourses that determined the conditions of production of the teaching function in secondary education; Secondly, to operate with the same file in order to produce a genealogical emergency capable of showing the power relations that occurred and produced the contemporary teaching subjectivities, contextualized in a sociopolitical and global economic situation given by the neoliberal governmentality. I named precarized entrepreneurial teachers those teachers who, immersed in neoliberal and neoliberalizing governmentality, produce themselves as entrepreneurs, who, in precarious conditions, work in a society that demands that they hold responsibility for the educational success of it. I hope that the problematization that this thesis proposes can function as another tool in the task of thinking of oneself as a teacher in contemporary times and that, perhaps, through discussion and reflection on this subject, alternative ways of becoming a teacher can be produced. The research was written in the context of the line of research on Public Policy and School Practice (LP2) of the Postgraduate Program in Education (PPGE) of the Federal University of Santa Maria (UFSM) and was supported by the Social Demand Program (DS- CAPES) and the Sandwich Program Abroad (PDSE-CAPES) of the Coordination of Improvement of Higher Education Personnel (CAPES).