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The teacher in times of technique: teaching between action and fabrication

Grant number: 19/14645-0
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): January 01, 2020
Effective date (End): December 31, 2022
Field of knowledge:Humanities - Education
Principal Investigator:José Sergio Fonseca de Carvalho
Grantee:Caroline Fanizzi
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil


In the present discursive context of education, the discourses about the technical and methodological dimension of teaching seems to occupy a prominent place. In this logic, the educational act and the relationships established in it come to be perceived as something that can be measured, predicted and controlled, despite what inevitably emerges in the concrete dimension of their practices and the actions of the subjects involved in them. In this context, which place would be left to the teacher? Under the hegemony of discourses that pretend to apprehend everything that occurs in the educational act, we wonder whether the teacher would be allowed to occupy a place of enunciation in his own name. In the technoscientific logic, the dimension of experience in the teaching function is emptied, obliterating the figure we propose here to call teacher-narrator: a teacher to whom it is possible to transmit and narrate that which is essentially in the order of experience and tradition (as common ground between different generations); a teacher to whom it is possible to leave marks that singularize and historicize through teaching. From the apparent non-place reserved for the teacher and the perception of education as a process similar to the fabrication of an object of use, result several implications for the educational act and the subjects involved in it. We wonder at this point whether the so-called teacher malaise - its complaints, its sicknesses, feelings of devaluation and deauthorization - is tied to this emptying of the teaching place and to its impossibility of enunciation. These relations, as well as the discourses and mechanisms mobilized in this emptying, will be investigated and discussed here from the listening of the one who lives this situation - the teacher - and of the study of important authors who have dedicated themselves to the themes of the present project. (AU)