Biopolitics and education: an inquiry concerning ludic activities included in public education policies

• Grant number: 09/08794-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2009
• End date: December 31, 2012
• Field of knowledge: Humanities - Psychology - Fundamentals and Assessments in Psychology
• Principal Investigator: Hélio Rebello Cardoso Júnior
• Grantee: Bruno Bezerra de Araujo
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil

Abstract

This paper aims to discuss the role of public policies in the process of constitution of subjectivity child today. For this, we take as the object of analysis "More Education Program" which consists of a public policy of the Federal Government whose purpose is to improve the quality of education in Brazil through the "Integral Education".As a public policy, the Integral Education presents itself to us as a "pedagogical discourse", which puts on the field of "power relations". Once this field, one should also consider the production of subjectivity that follows it, ie, the "subjects" that are produced from the policy. Thus, it is necessary to investigate the performance of public policies that are directed to education, particularly education of children, so to better understand the processes that produce subjectivity child today.The objective of the research is to understand the relationship of knowledge-power, as well as the forms of subjectivity that are produced in the field of early childhood education through Integral Education policy. To this end, we conducted a discursive analysis of manuals, guidelines and laws that guide the operation of the policy More Education Program, based on the ideas of Foucault on discourse, power and subjectivity.The set of analyzed material was understood as a historical production, policy and practices that form the constituent subjects. Thus, when analyzing the materials we seek to understand the politics of Integral Education, from three main aspects: (1) How do you create the demand and how it is justified, ie Integral Education emerges as the Brazilian context as a public policy and what justifies the need to put children in a school full-time, (2) As the demand created is processed, ie relations that are engaged in social policy from the Comprehensive Education and which agreements, pacts, arrangements and rearrangements are performed in the field for this social policy become effective, (3) What is produced from the processing of demand, ie, subjects and experiences that are produced from the policy of Integral Education.Besides the analysis of the documents were also conducted problematizations about the concept of "education" and reflections on the state of the education system today. (AU)