Regulation strategies of contemporary school life: an analysis of the 8th brazilian teacher prize

Authors

  • Clarice Salete Traversini Universidade Federal do Rio Grande do Sul
  • Eli Terezinha Henn Fabris Universidade do Vale do Rio dos Sinos

DOI:

https://doi.org/10.5007/2175-795X.2016v34n3p792

Abstract

This paper aims to analyze some regulation strategies of contemporary school life taking place under the neoliberal governmentality in Brazil according to authors such as Foucault (2008), Veiga-Neto & Saraiva (2011) and Young (2011), and researchers of teacher education and contemporary teaching, such as Nóvoa (2009, 2012) and Silva (2014). The publication of the 8th Brazilian Teacher Prize, 2014 edition, with 39 teachers awarded, and the syntheses of the winning projects were selected for analysis. The question raised is which regulation strategies of contemporary school life are present in the set of projects in the 8th edition of the Brazilian Teacher Prize? Two regulation strategies of contemporary school life have been identified. In one of them, called pedagogy of protections, according to Silva (2014), knowledge related to social issues is central. The other one concerns the emphasis given on full-time education, which takes place by extending school hours, as a means for the early intervention of students in social issues. Based on Nóvoa (2013), the authors have proposed the refocusing of school roles by considering the appropriation of school knowledge as central to school. An intersectoral coordination is needed so that the political pedagogical project and school daily actions can be planned along with other social agencies that assist to the community. This enables the partner sectors to perform protection roles, and both the school and the teachers are able to focus on their specific functions, i.e. teaching and educating in the full sense of education.

Author Biographies

Clarice Salete Traversini, Universidade Federal do Rio Grande do Sul

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora da Faculdade de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Sul (UFRGS).

 

Eli Terezinha Henn Fabris, Universidade do Vale do Rio dos Sinos

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora do Centro de Ciências e Humanas e do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos (UNISINOS).

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Published

2017-02-23

How to Cite

Traversini, C. S., & Fabris, E. T. H. (2017). Regulation strategies of contemporary school life: an analysis of the 8th brazilian teacher prize. Perspectiva, 34(3), 792–813. https://doi.org/10.5007/2175-795X.2016v34n3p792

Issue

Vol. 34 No. 3 (2016): Educação como tecnologia de regulação da vida

Section

Articles of Issues

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