The production of teachers in schools: the System of School Protection and its knowledge/power articulations
DOI:
https://doi.org/10.1590/S1517-97022013005000002Keywords:
Teacher education, security, protection, power relations, school daily lifeAbstract
ABSTRACT Teachers, in addition to their training courses, are produced on a daily basis through the form in which they go through the experience of being a teacher, which takes place within the very functioning of the school institution. This functioning is based on a series of rationalities that circumscribe and define the teaching practice, thereby establishing the references for a form of thinking and becoming a teacher. Having as a focus the rationalization of the education practice inaugurated by what we can denominate a juridical economy that currently permeates the school institution, we have carried out an analysis of an important public policy that functions/operates at the intersection between education and security: the School Protection System, established in the public state system of the State of São Paulo in 2009/2010. The intent of the present article was that of problematizing such policy at the level of the knowledge/power articulations that give support to it, as well as in relation to its productive effects in the constitution of a form of thinking, acting and, ultimately, of being a teacher. Within the school institution, this juridical economy produces subjects and a way of relating to life; it therefore produces important effects, which we have here attempted to denaturalize by approaching them from the viewpoint of the power strategies.Downloads
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Published
2013-06-01
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How to Cite
The production of teachers in schools: the System of School Protection and its knowledge/power articulations. (2013). Educação E Pesquisa, 39(2), 387-401. https://doi.org/10.1590/S1517-97022013005000002