Do tempo-atenção do estudo ao tempo-interesse do estudante: uma arquegenealogia da aula

Abstract

This Thesis aims to investigate how the time-attention of the study has been shifting to the time-interest of the student in the constitution of the class and what are its effects of subjectivation at the period of Innovative Pedagogical Practices. To achieve this goal, it carried out an archegenealogical study of the class from the Greco-Roman tradition to the present, in the specific focus of attention, taking as empiricism 21 classic texts of educational thought (The Republic; Letters; The education of children; Institutes of Oratory; The Pedagogue; Address to Young Men on Greek Literature; De Magistro; Confessions; The Rule of Saint Benedict; The Didascalicon; De modo studendi; Ratio Studiorum; The Great Didactic; Emile; On Education; Introduction to the pedagogy; Experience and Education; Technology of Teaching; Pedagogy of the Oppressed; To Understand is to Invent: The Future of Education), and 3 current texts (Educação fora da Caixa Collection), using two methodological operators: how the world is presented and how conducts are conducted. Such operators go through the analytical dimensions that emerged from empiricism itself: philosophy and death; writing; reading; silence and voice; teacher; time; classroom technologies, making it possible to highlight the enunciative regularities, displacements and ruptures of how the time-attention of the study has been operated in the classroom throughout the history of Western education and how it has been moving towards the time-interest of the student today, in which attention it is taken as a deficit and as a market value. Some concepts were fundamental to the study carried out: the concept of time, based on the Bergsonian formulation, specifically duration and suspension; the concept of attention, based on studies by Crary, Caliman and Kastrup; the concept of class, taking 6 elements that constitute it (teacher, student, subject-study, collectivity, time-attention, place), based on the studies of Masschelein, Simons, Larrosa and Dussel, from three traditions: the Greek-roman; pastoralchristian; that of solid modernity and innovative pedagogical practices, which break with traditions. These concepts are added to two others, which are archegenealogy, also used as a methodological operator, and subjectivation, based on Foucault's works. The analyzes undertaken led to the defense of the following thesis: there is a shift from the time-attention of the study to the timeinterest of the student in the class at a time of innovative pedagogical practices, whose subjectivation effects contribute to the dispersion, acceleration, fragmentation, little reflection on life and death, little listening and conversation on the move to information connectivity, in which the moral formation of children and young people gives way to the development of competence and technical skills and rapidly applicable, in which entrepreneurship, self-entrepreneurship, information technologies and innovation take on magnitude. In the archegenealogical plunge undertaken, this Thesis brought to the surface a contingent of practices of presenting the world and conducting conducts in class time-attention, showing that it is possible to conjecture other possible classes, in a formative perspective and in conversation with tradition, commitment and responsibility towards the new generations, taking up the Arendtian idea, of giving them the chance to renew the world in this time that it is up to us to think and live.