Pedagogization of the pedagogical field: on the expert game in teachers’ government
This article aims at questioning the immanent reason between the contemporary educational practices and the realm of governmentality, through the problematization of the pedagogization processes which take place there. More specifically, it intends to analyze the expert game as a privileged modality...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2013 |
| Country: | Brasil |
| Institution: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repository: | Educação |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/12941 |
| Online Access: | https://revistaseletronicas.pucrs.br/faced/article/view/12941 |
| Access Level: | Open access |
| Keyword: | Governmentality Pedagogization processes Pedagogical expertise Nova Escola Michel Foucault. Governamentalidade Processos de pedagogização Expertise pedagógica |
| Summary: | This article aims at questioning the immanent reason between the contemporary educational practices and the realm of governmentality, through the problematization of the pedagogization processes which take place there. More specifically, it intends to analyze the expert game as a privileged modality of teachers’ government in the present days. Therefore, it takes as its empirical object the interviews given by specialists to the journal Nova Escola, in the years 2005-2009. The discussion indicates a type of pedagogizating saturation of the school field, always towards a flexible, but obstinate, (self)government of teachers’ conducts, functioning after the indefectible expert authority, the argument of professional disqualification/requalification and the apology of permanent formation, which, altogether, will redound in an uncompromising pedagogization of the pedagogical field. |
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