Educação entre autonomia e tutela: o Projeto Professor Diretor de Turma como dispositivo de governamentalidade

Abstract

School education is historically related to autonomy and tutelage practices. Nowadays, such practices are expressed based on elements linked to the context of neoliberal governmentality. The present study seeks to problematize the practices of autonomy and tutelage in formal education based on the Projeto Professor Diretor de Turma - PPDT in a public school in Fortaleza. The task includes locating the binomial autonomy-tutelage in the formation of the subject based on the issues of power that have been established in formal schooling since the Modern Period, as well as mapping institutional practices, especially in the classroom environment, related to self-governance and the control of conducts. The PPDT, public policy that has existed in Ceará since 2007, predicts that a teacher – regardless of the discipline – is responsible for a class, has dual importance in this research. On the one hand, the PPDT acts as an analyst of neoliberal governmentality on student management within public education; and, on the other, as a device for analyzing autonomy and tutelage within the school territory. The purpose of this study involves discussing education and school in today's society, considering economic and sociopolitical changes and their implications for the educator-student relationship, for the benefit of an education style focused on autonomy of thinking. It starts with tool concepts of immanence and difference (Gilles Deleuze and Félix Guattari), to conceive the studied reality. The concept of subject and subjectivity is assumed based on the concept of modes of subjectivation (Michel Foucault), as well as the idea of biopower, by the same author, as a key tool for understanding contemporary life management practices. Through researchintervention in a public school in Fortaleza, this fieldwork includes the proposal to map the relationship between autonomy and tutelage within formal education, considering the macro and micro social dimensions that encompass the educational system, school model, and the interaction between educators and students in classroom, focusing on vectors that act upon governance of oneself and on ‘the other’ within the teaching environment. Regarding the results, two dimensions of the PPDT within the studied school stand out. As a pedagogical resource, the PPDT helps to strengthen the relationship between students, educators, and school appropriation. As an instrument of biopolitical regulation, it acts upon the educational management of life, promoting the articulation between public policies, family, and school institutions on the control of school performance and attendance. Both dimensions of analysis show approximation and distancing practices in relation to school autonomy and tutelagem. The study intends to contribute to the discussion about the role of school in the contemporary period concerning educational processes, considering the politicization and (re) appropriation of the school space by the educational agents.