Todos (em disputa) pela educação: empresariamento da sociedade e militarização da vida

Abstract

The entrepreneurship of society is a phenomenon characterized by practices and discourses that promote the neoliberal imperative of using business as the model for the management and operation of education and other public policies. In the field of education, besides entrepreneurship, other forces in dispute also present themselves, such as the judicialization of conflicts and the militarization of life. This dissertation aims to analyze current disputes in the field of education, such as different modes of governmentality, the conduct of conduct. To understand how such disputes promote changes in the ways of teaching, an unity of the Federal Network of Vocational, Scientific and Technological Education, located in Rio de Janeiro, was used as the focus of analysis. This choice was made because of the author's activity as a public servant in this establishment and due to the relevance of this Center as a historical milestone of vocational education in Brazil. Based on the idea of Genealogy of Michel Foucault, a historical survey of vocational education was carried out, using official documents, public archives, articles, dissertations and theses produced on this subject. The French Institutional Analysis was used as an important theoretical reference to understand the forces that are currently disputing education. Using the concept of “analyzer”, school dropout could be understood beyond the individual success-failure binomial, as an event that puts into analysis, wich makes explicit the power relations present in daily school life. In the search to better investigate this and other school analyzers (for example: institutional racism and other discriminatory practices, testing and evaluation, cheating, skipping classes and other acts considered to be of indiscipline), semi-structured interviews were conducted with eight former students, who left the Vocational Education course in the Integrated mode with High School (Integrated High School). The interviews made it possible to relate management logics and militarization as neoliberal forces that are updated in these young people lives, in their trajectories of school dropout, in their practices of resistance and in their attempts to access formal work opportunities