Navegando por Assunto "Universidade Federal do Pará. Campus Universitário de Bragança"

Agora exibindo 1 - 1 de 1

Acesso aberto (Open Access)
Tramas de subjetivação: analítica da fabricação do PARFOR-Pedagogia-Campus de Bragança/UFPA
(Universidade Federal do Pará, 2014-06-27) REIS JÚNIOR, Leandro Passarinho; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759
The training model of Brazilian teachers refers to the democratization of the country and leveraged social changes in the 1980s, with the legal framework to the 1988 Constitution and the educational and curricular reforms that followed. This work constitutes a arqueogenealógica a Foucauldian analysis of the discursive practices devised over the course of Pedagogy of the National Teacher Training for Basic Education (PARFOR) Campus Universitario de Bragança - Federal University of Pará (UFPA). We start from the archaeological study of the historical emergencies teacher training to locate and give visibility to the arena of teacher education as contemporary contingency arising from capillary forces that aim and, at the same time, subjectivate the teacher in training. Sustentamo us dwell on the hypothesis that, in this game of power-knowledge, plots of embodied subjectivity in the curriculum in practice governmentalisation. Such plots, in turn, culminates in the production of documents among which some were selected to compose the critical analysis of this work. Thus, we aimed to discuss the formation of the student while manufacturing PARFOR-Pedagogy, with an emphasis on curriculum developed by Campus de Bragança/UFPa order to perceive it in its articulation with certain emergency training and regulation of teachers. The research had as source documents installing the policy of teacher education in the country, viewing them as monuments to effects on subjectivity and objectivity of the subject, and teacher training as historical practice and strategic device governmentality. Organized documents in subfiles, the analysis was conducted by questioning - archaeological and genealogical Michel Foucault, Gilles Deleuze articulated to the devices and the historical practices of Paul Veyne. Stuck as affirmative and connected to the roster of contemporary educational policy action, PARFOR despite having driven in-service training, the subjects that are part of it are still targeted by disciplinary and curricular requirements prominently generalists, paradoxically described in pedagogical project of the Education Course and Course Plans as interdisciplinary training strategy of teachers. Concomitant to this, subjects are subjectified by becoming a minority due to the structural model that the policy was architected by exercising their power for practical resistance. According to the practices analyzed in this study, PARFOR - Campus Education of Bragança / UFPA is manufactured by historical plots of subjectivity , which are supported both in govenamentalidade as for biopolitical strategies driven curriculum that forge devices while they are forged games by knowledge-power resistance.