The mobilizing problematic of the interest in the present research results from a previous investigation of the contemporary association between urbanity and education, an association synthesized in the notion of educating city. As an analytical balance of such study, what stood out was the centrality that a non-school educational experience has meant inside the pedagogical field, whose interventive reach increasingly surpasses the scope of strictly school practices. Under the denomination of pedagogical expansionism, such a movement, inspired by Michel Foucault's views, is now examined through a double theoretical/methodological perspective. On the one hand, it is genealogically investigated so as to circumscribe the context of its emergence; in that sense, it is worth stressing that the studies undertaken so far have led to the hypothesis that there is a close relationship between such pedagogization of non-school experiences and the claim of a crisis in school education. On the other hand, the aim is to approach pedagogy archaeologically, so as to understand its expansion in terms of a performative objectification of new performance realms. Thus, this research aims at devising an inventory of the cognizance, practices and means of intervention that have been directed toward non-school educational experience. For that aim, the corpus of analysis will consist of ten traditional and widely read national journals in the field of education: Revista Brasileira de Estudos Pedagógicos; Cadernos de Pesquisa; Educação e Pesquisa; Educação e Realidade; Educação e Sociedade; Perspectiva; Educar em Revista; Educação em Revista; Educação em Questão; e Revista Brasileira de Educação. Each one of them will be dealt with in its overall publication path, which comprises a time frame going from 1944 to the present. Such material, here perceived as both a validation locus and the reverberation of what is produced in the field of pedagogical knowledge and intervention, will be analytically scrutinized with a view to composing the record proper of this research. As a problematization general horizon stands the intention of inquiring into what we are today, thus seeking to evince the performative games in which we are inserted. In this respect, the interest in the area of education is justified due to the fact that it is here deemed one of the instances involved more deeply in the production of contemporary modes of subjectification.
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