Dançando sobre vulcões: educação escolar como arte de governamento do desejo e da diferença

Abstract

In this research, I investigate the relationship between school education and differences in neoliberal contemporaneity, organized along the lines of a global society of control. From a post-structuralist epistemological approach, the investigation has its main theoretical bases in Foucault, Deleuze, Guattari and their respective commentators in the field of curriculum studies. I moved around four questions: 1. which statements about difference are present in documents that regulate and/or guide Brazilian school education? 2. Which discursive formation is configured from the conjunction of these utterances? 3. How does this discursive formation fit into contemporary school curricula? 4. What function/s does this discursive formation play when inserted in school curricula? From this, I outlined three objectives: 1. to map statements about the relationship between difference and school education in documents that regulate and/or guide it. 2. to analyze the mapped utterances and the discursive formation they configure. 3. to problematize the insertion and the biopolitical use of this discursive formation in contemporary school curricula. For this, I selected and analyzed fifty documents, of international and national origin, related to difference and/or school education. Archaeogenealogy was the analytical theoretical-methodological strategy and, in order to produce the data, I did it with Deleuzeguattarian cartography. The mapped utterances are: 1. Human, 2. Equality-Equity, 3. Tolerance, 4. Diversity-Difference, 5. Inclusion, 6. Freedom, 7. Democracy 8. Citizenship 9. School Education. The analyzes allow us to argue that there are at least eight conditions of possibility for the emergence of the current discursive formation on school education and differences: 1. Postmodernism/Postmodernity, 3. Founding of the UN, 3. Promulgation of the Universal Declaration of Human Rights, 4. Welfare State (Keynesianism), 5. Struggles of demanding social movements and/or contesting, 6. Expansion and acceleration of globalization, 7. Expansion of the liberal democracy model, 8. Redemocratization of Brazil and promulgation of the Federal Constitution of 1988. These events produced changes at the global and national levels, enabling the proliferation of other statements about school education and differences in different social contexts. These statements configured a discursive formation and multilateral organizations operate as centripetal forces, channeling and spreading it globally. Accepted as truth, the discursive formation reverberates in documents that regulate and/or guide school education and in curricula. Based on the analyses, I defend the thesis that this discursive formation enables the emergence of an art of governing desire and Difference. When crossing the curricula, discursive formation reproduces truths that repress desire into subjectivities. The Difference that escapes is represented as deviation and the multiplicity is reduced to two dichotomous poles. Discursive formation represses desire and reduces Difference to difference, diversity to temporarily paralyze desiring flows and channel them through the socius striations, enabling the simultaneous governance of desire and Difference.