DEVICES OF SUBJECTIVATION IN THE CONTEXT OF EDUCATION FOR THE TWENTY-FIRST CENTURY: THE NUANCES OF LEARNING TO BE
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Abstract
This article analyzes, through Foucautian discourse analysis, the UNESCO report "Education: a treasure to be discovered" (1996), highlighting how its objectives for education in the twenty-first century, although presented under new rhetoric, maintain a functionalist discourse already known and reaffirm the proposition of Education for All as a proposal of subjectivation. The analysis focuses on the titles of the document and its articulation with the proposal of pillars for education that reinforce the idea of education as essential for individuals to "become human" and truly live. Using the perspectives of Foucault and Larrosa, through a qualitative documentary analysis, the text argues that, although the mechanisms presented in the report are distinct from traditional disciplinary devices, the logic underlying the production of the subject persists, now disguised by apparently naïve rhetoric. It is necessary to intend the contexts and public policies, as a way to generate, in the midst of hegemonic discourses, fissures that make it possible to break with the officialized subjectivities that mark the experience of the self.
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Copyright (c) 2024 Francisco Ullissis Paixão e Vasconcelos, Cleidiana Andrade da Penha Ximenes, Elenilda Teles Frota, Flavia Azevedo Albuquerque Fontenele, Francisco Jardel Araújo Lourenço, Jane Meire de Freitas dos Santos de Queiroz, Lenna Fernandes dos Anjos, Maria José Coutinho de MeloAuthor(s)
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Francisco Ullissis Paixão e Vasconcelos
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Cleidiana Andrade da Penha Ximenes
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Elenilda Teles Frota
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Flavia Azevedo Albuquerque Fontenele
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Francisco Jardel Araújo Lourenço
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Jane Meire de Freitas dos Santos de Queiroz
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Lenna Fernandes dos Anjos
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Maria José Coutinho de Melo