Navegando por Autor "CARVALHO, Alexandre Filordi de"

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    After in defence of the school: an interview with jan masschelein and maarten simons
    (2017) CARVALHO, Alexandre Filordi de; AQUINO, Julio Groppa
    The intent of the interview with the authors of In defence of the school was debating the reception of such book in the context of educational research in Brazil. On one hand, the very outreach of the idea of defending the school was inquired, taking into account the socio-historical context which still circumscribes the school in the functional register of State apparatus. On the other hand, and as a consequence, once again was called into question the book’s theoretical horizon, capable of substantiating the defence of the school as res publica. On both fronts, the interview ends up shedding some light to a triple problematization: a) the impasses as to what arguing in favor of formal education nowadays means; b) the consequences of school practice being thought only according to a theoretical-pedagogical dimension, as the authors maintain; c) the constant tension existing between the actualization of historical experiences in the multiplicity of school context and the presupposition of thinking of a general school model. Stemming from the interview, either the opponents or the proponents of Masschelein and Simons’ theses obtain new tools to rethink the ethico-political contours of In defence of the school.
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    Da sujeição às experiências de constituição de si na função - educador: aproximações foucautianas
    (2008) CARVALHO, Alexandre Filordi de
    The main goal of this research is to investigate the way the approaches to the experiences of subjectivity become issues themselves in the genealogical trajectory of Michel Foucault’s thinking. The hypothesis is that the subject
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    Defender a escola do dispositivo pedagógico: o lugar do experimentum scholae na busca de outro equipamento coletivo
    (2017) CARVALHO, Alexandre Filordi de; GALLO, Sílvio Donizetti de Oliveira
    The school must be defended. From what?From who? In this text, we will start from the notion of "pedagogical dispositive", elaborated by the French philosopher René Schérer, to make of the school the main combatant against the form that it herself assumed institutionally in the modernity, catalyzed by this dispositive. In 1974 Schérer's work argued that is not enough criticism to school, nether the projects of "deschooling society" (Illich), because what is workingin our time is an intricate "pedagogical ideology". Itis thisideology that must be fought. After the work of Foucault, who introduced the concept of dispositive, Schérer came to discuss that issue in terms of a "pedagogical dispositive" that colonizes our society in terms of an integral pedagogization toward what Rancière called a 'pedagogized society. The fight then is directed against this dispositive that pedagogizes, preventing self-formation processes. After elucidating the concept of pedagogical dispositive, we will seek inthe guattarian notion of "collective equipment" possibilities of rethinking the school as a war machine actioning against the pedagogical dispositive. Although the school is entangled by the pedagogical dispositive making itself a collective equipment, the collective equipment can be thought of another way, aiming to defend the school from the ‘pedagogical dispositive." In the end, it is about defending the school as an experience of other collective equipment, such as well an experimentum scholae.
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    Do sedentarismo ao nomadismo: intervenções para se pensar e agir de outros modos na educação
    (2010) CARVALHO, Alexandre Filordi de; GALLO, Silvio
    Intending to diagnose what is called sedentary representation in Education, through Foucault's thought, this article examines the Christian pastoral as a diagnosis of the art of conduction in the field of Education. At same time, it highlights the legacy
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    Editorial Dossiê "É preciso defender a escola"
    (2017) CARVALHO, Alexandre Filordi de; AQUINO, Julio Groppa
    The deep social-historical changes witnessed in contemporaneity impose multiple questions to school practices. On one hand, the problematic definition of a general conception of school remains suspended; on the other hand, we find ourselves face to face with the singularity of each school institution, its idiosyncrasies, particular demands, etc. Hence some unavoidable questions: which extensions and retractions the school environment has been assuming nowadays? What are the boundaries, in law and in fact, of its jurisdiction today? To what and for whom is the school destined in the coordinates of the present?
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    Foucault e a potência normativa do saber no campo da educação
    (2012) CARVALHO, Alexandre Filordi de
    Based on Foucault’s line of thought, this article aims at analyzing the conditions through which the knowledge is constituted normative for the field of Education. To achieve this goal, two approaches will be developed. At first, it is going to be necessary to analyze the double relationship of knowledge in its normation and normalization. Then, it will be presented the relationship between knowledge and homogeneity, demonstrating some reasons why it is so difficult to change the theoretical and empirical practices in the field of Education. With this line of argument, I intend to consider, as a working hypothesis, that any change or transformation claimed to the field of Education must consider the questioning of normative (re)productions.
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    Guattari e a topografia da máquina escolar
    (2015) CARVALHO, Alexandre Filordi de; CAMARGO, André Campos de
    This article aims to analyze the production of the school machine in its topography. The hypothesis has two sides. On one hand, the analysis of this production leads to understand how a series of conditions operated by the school is strongly linked to machinic production of capitalistic subjectivity. In the school, one find a subjectivity under direction of components and of the circuits in the same manner that a school machine produces and operates its individuals. On the other hand, one access a number of problematizations that incites and calls the thought to act regarding a short circuit of the school machine's current state. Think the topography of the school is to active ruptures and atopies,produce others wire of agency acts with school and educational experience, create other derivations that enhance the subjectivity field, bearing in mind the processes of singularization. In order to do that, the analysis concentrates on Guattari's thought.
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    Lutas democráticas contra o Urstaat: o que pode fazer a educação?
    (2019) GALLO, Silvio; CARVALHO, Alexandre Filordi de
    Starting from researches on Deleuze and Guattari’s thought, the paper aims investigate the notion of Urstaat to sustain that the pattern of the nowadays antidemocratic ways is the own Urstaat actualization. As it develops the meaning of Urstaat and its advance as a primordial States’ archetypic, it shows the hypothesis that the democracy is a production of subjective relationships unfetter going forward against all senses and consensus from the State. For reaching that, the paper takes the Rancière’s political thought to argue that the singular path of democracy as a stand up against the universal political tendencies of the Urstaat, once it concerns the sites of the multiplicities and of war machine to figure out the contemporary democratic fights. Finally, it recovers the view that Education is such experience absolutely vital and privileged to all anti-urstatic democratic fights.
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    Lutas democráticas contra o Urstaat: o que pode fazer a educação?
    (2019) GALLO, Silvio; CARVALHO, Alexandre Filordi de
    Starting from researches on Deleuze and Guattari’s thought, the paper aims investigate the notion of Urstaat to sustain that the pattern of the nowadays antidemocratic ways is the own Urstaat actualization. As it develops the meaning of Urstaat and its advance as a primordial States’ archetypic, it shows the hypothesis that the democracy is a production of subjective relationships unfetter going forward against all senses and consensus from the State. For reaching that, the paper takes the Rancière’s political thought to argue that the singular path of democracy as a stand up against the universal political tendencies of the Urstaat, once it concerns the sites of the multiplicities and of war machine to figure out the contemporary democratic fights. Finally, it recovers the view that Education is such experience absolutely vital and privileged to all anti-urstatic democratic fights.
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    O que ou quem eu sou, afinal de contas? Sou brasileiro ou uruguaio, professor?
    (2010) SOUZA, Regina Maria de; CARVALHO, Alexandre Filordi de
    The aim of the present paper is to bring about a reflection on the uneasiness of two children, Alicia and João, regarding their nationalities, that is, on their ambiguous feeling of belonging regarding their own identities. Dialogues based on philosophica