Foucault and education

The text analyzes how masturbation, carried out by adolescents and young people in a situation of deprivation of liberty, in a unit of the socio-educational system of Salvador, constitutes an important focus for thinking about the control of collective security, reiteration and subversion sexuality norms within the accommodation and other living spaces. Therefore, it is argued that masturbation can be used by a pedagogy that considers eroticism as a fundamental part of people's lives, without neglecting the existence of sexual practices in the context of deprivation of liberty and how they can establish bonds that go beyond the place of violence and generate solidarity, pleasure and learning.

Despite recognizing several ways consumers respond to perceived systemic risk scenarios, prior research emphasizes a general trend toward the privatization of risk, in which individual consumers are responsibilized for managing systemic risk scenarios through their consumption. However, prior work in this area blurs the distinction between responsibilized consumption aimed at self-protection versus preventing or reducing the likelihood of risk scenarios. Moreover, it does not explain how many consumers come to prioritize the former over the latter. To explore how this occurs, this netnography investigates doomsday preppers, consumers preparing for perceived catastrophic and systemic risk scenarios by stockpiling consumer goods, acquiring prosumptive knowledge, and cultivating survival skills. Drawing from the marketplace myths literature, this article introduces the concept of mythologized counter-futures to illustrate how preppers mobilize marketplace myths to socially construct future risk scenarios. Through mythic prefiguration, many preppers’ mythologized counter-futures ameliorate anxiety associated with vulnerability-inducing systemic risk scenarios and pattern anticipatory consumption toward self-protective consumption rather than risk-scenario preventive consumption. The analysis makes novel contributions to the literature on the social construction of risk, consumer responsibilization, consumer vulnerability, consumer timework, and marketplace myths.

1. The Smart/Learning factory and the pedagogical challenges to teach 21 st Century skills as required in Industry 4.0. Use Activity Theory and Situated Learning as frameworks or a lens to describe how learning might happen in the Smart/Learning factory to teach 21 st Century skills as required in Industry 4.0. 2. Mixed Reality Systems as pedagogical tools to enhance teaching and learning including the pedagogical challenges in the context of Industry 4.0. Mention some of the theories that support such pedagogical tools as mediating artefacts. 3. The power of technology and its implication for your own pedagogical practices in the classroom/workshop at the TVET College.

Ce cours se propose d'appréhender huit grands enjeux politiques contemporains par le prisme de la plus grande démocratie du monde. L’Inde est une puissance émergente qui façonne l'ordre international à toutes les échelles : culturelles, démographiques, diplomatiques, militaires et technologiques. Par l'essor économique de sa classe moyenne urbaine, c’est également le « bureau du monde », le foyer de diasporas influentes et le carrefour des enjeux d'influence dans la région Indo-Pacifique où la Chine joue un rôle de premier plan. C’est ensuite un laboratoire politique qui nous permet de revisiter notre compréhension de grandes notions qui constituent notre quotidien : citoyenneté, sécularisme, représentation de groupe, redistribution, aménagement du territoire, politiques agricoles, populisme, genre, éducation, santé, famille. C’est enfin le carrefour d’un ordre postcolonial multilingue, fédéral, multiconfessionnel et farouchement électoraliste qui nous contraint à reconsidérer ce que l’on entend par société civile, gouvernance, autoritarisme et ethno-nationalisme. Ainsi, ce cours n'ambitionne pas uniquement de qualifier les épithètes de la démocratie indienne à des échelles globales, nationales et locales ; il se propose de décentrer notre vision du monde en adoptant le point de vue de cette « nouvelle » Inde.

The colonial policy of the Dutch East Indies on school nutrition, in the form of supplementary food for schoolchildren (native schoolchildren) and Indo-European schoolchildren, referred to the policies of the mother country (Netherlands) concerning school nutrition and school clothing (school voeding en-kleding) based on the Royal Decree of November 19, 1900 (State Gazette 202/1900) on Compulsory Education. The authority for the school nutrition program in the form of supplementary food was given to the city government with the aim of improving nutrition and student attendance at school (Tijdschrift voor R. K. buitengewoon onderwijs, jrg 29, 1956:303). In the Dutch East Indies, the provision of supplementary food, especially in Batavia, was implemented one year after the establishment of the Nutrition Committee in Batavia (Programma. De Preanger-bode, 24-01-1901) for the same purpose, which was to meet the nutritional needs for physical and intellectual development and prevent school dropout rates, especially in native schools. The provision of supplementary food, especially for native schoolchildren, was also implemented by society (interest groups) who realized that the provision of nutrition for schoolchildren, especially among natives, was urgent and could be implemented through self-supporting with distribution carried out at both government and private schools (Verslag over 1004 van het Fonds Kindervoeding. (1905) Het nieuws van den dag voor Nederlandsch-Indië. Batavia). After the independence of Indonesia, the school nutrition program in the form of supplementary food provision continued. During President Sukarno's era, the government focused on nutrition and the fulfillment of public food needs. The provision of supplementary food was implemented alongside the public nutrition improvement program. In President Soeharto's era, the policy of supplementary food provision was implemented after the issuance of Presidential Instruction 1/1997 on the Provision of Supplementary Food for Schoolchildren, aimed at schoolchildren in public and private elementary schools, especially in rural areas, to achieve the goals of the Nine-Year Basic Education program.

Deals with cultural identity permeated by diversity and difference in the setting of educational policy in Brazil. The political and religious conservatism is acting to keep the idea of fixed and natural identities, excluding the possibilities of the formation of cultural identity as a fluidic, social and historical. Has the objective to understand gender intersected with sexuality in the area of education as a cultural phenomenon to identity marks, diversity and differences. It is a descriptive and explanatory theoretical study with contribution of the literature research. It concludes that identities are displaced in contemporary times and its fixity occurs in conservative discourse, requiring debates in political education to build respect for differences with attention to character built both "center" and the "margins".

Ciente da efemeridade de minha pesquisa e, de alguma maneira, tentando situar bem o espaço e tempo no qual trabalho, estas notas se apresentam como uma forma de expor, partilhar e dividir as percepções da pesquisa envolvendo performance e tecnologia, do perito conceitual que se alarga e se fecha, das contradições deliciosas de se fazer pesquisa em arte enquanto se une o carácter multi presente das tecnologias digitais tecida nas fronteiras das grandes áreas citadas e por meio de contatos ainda não completamente presenciais mas já não mais proibidos devido questões de saúde pública. Reflito e exponho questões de base teórica para o pensar da performance associada a fenomenologia da percepção de Merleau-Ponty e do impacto e da bagagem agregada ao pesquisar tecnologias ao pesquisar sobre os impactos, acomodações e transformações que o ensino remoto da performance deixou após os anos de pandemia.

O espalhamento da lógica da subjetivação empreendedora pelas múltiplas esferas da vida contemporânea abre espaço para refletir criticamente sobre os efeitos do neoliberalismo sobre os corpos dos sujeitos. Partindo da chave analítica foucaultiana da governamentalidade, esse trabalho tem por objetivo examinar as relações entre o empreendedor de si mesmo e a precarização do trabalho nos dias atuais, propondo o termo tecnoprecarização, que engloba com maior rigor conceitual a deterioração das condições de trabalho no contexto das plataformas digitais mediadas por algoritmos. Por fim, ressalta-se a importância da noção de resistência Foucaultiana como modo de desafiar a lógica de promoção de um empreendedorismo alegadamente emancipatório, impulsionado pelas plataformas de tecnologia.

The current study examined the unofficial implementation of direct-democratic decision-making assemblies in three typical public (state) schools of consecutive educational levels (kindergarten, primary and middle school) in a village in Greece. The study drew on Michel Foucault’s analysis of power technologies and power relations in disciplinary dispositives like Education. The main aim of the study was to investigate the ways in which both pupils and teachers engaged with the disciplinary technology inherent in the educational dispositive and to document their conceptualization and attitudes towards these direct-democratic assemblies. The research methodology utilized participant observation and semi-structured interviews. Findings indicated that the disciplinary technology continued to function as per the dominant dispositive, despite the implementation of direct-democratic decision-making assemblies, while pupils generally exhibited a sense of empowerment, displaying support and being influenced in their daily lives by the assemblies’ governmentality. Minor challenges concerning the implementation of such assemblies are addressed and further possibilities of such implementations are discussed.

Foucault 7 constrói essa noção de dispositivo descrevendo-o como uma rede heterogênea que envolve discursos, instituições, arquiteturas, regulamentações, leis, medidas administrativas, proposições científicas, filosóficas e morais. Assim, o dispositivo foucaultiano inscreve -e se inscreve -em um conjunto de estratégias 1 Texto que inspirou a palestra proferida no "Colóquio Foucault 40 anos: subjetivação e sexualidade"

Esse ensaio pretende recuperar a compreensão foucaultiana acerca do ofício docente, bem como sua influência nas metodologias de trabalho adotadas por Michel Foucault em suas aulas. Para tanto, procederemos com a análise de algumas intervenções do pensador francês nos cursos ministrados por ele no Collège de France, mormente os momentos nos quais expressava seu desconforto com certos ritos institucionais que impediam um diálogo efetivo com seu público, afora comentários esparsos sobre o ofício docente em entrevistas concedidas nas décadas de 1970 e 1980, nas quais Foucault não apenas expunha o seu descontentamento com a concepção educacional francesa como apresentava um esboço daquilo que acreditava ser a função de um professor. Se, para Foucault, competia ao professor promover um tensionamento de nossos modos de pensar e agir, recuperar esses registros possibilitar-nos-ia apreender como essa compreensão modulou a sua própria performance docente. Uma performance marcada pela adoção de “métodos selvagens” de trabalho, ou seja, pequenos mudanças na estruturação de seus cursos voltadas para a produção de um tempo qualitativamente diferente, o tempo da problematização. Um tempo voltado contra o tempo presente e a favor de um porvir, um tempo cuja paga é única e exclusivamente a solidão e o silêncio.

Ethics in organizations, raising concerns, and whistleblowing have been previously theorized through Foucault's work on the power/knowledge bond. However, approaching these issues through the work from Foucault's third period on parrhesia, or fearless speech remains an underdeveloped route. This paper contributes to this emerging research stream. Based on Foucault's work on parrhesia, and the importance of courage for fearless speech to occur, we theorize the possibility of critique within organizations as a moment of disorganizing, which requires a chain of parrhesia where not only the speaker but also the hearer requires courage. The paper examines the possibility and risks of organizing courage through three illustrations of ethical guidelines, whistleblowing, and open dialogue.

In the present article I intend to point out, firstly, the relationship between diagnosis of the present and critical attitude based on Michel Foucault’s thought. Subsequently, I will indicate that the notion of critical attitude is at the same time partner and adversary of governmentality, in the sense that it designates a plural art of not being governed in a certain way and by the same agents, without, however, positioning itself outside the government game. I will also show that political struggles against the saturation of the governmental game can be thought as an unfolding of the critical attitude. Finally, I will try to demonstrate that the daily attempt to live and reflect democratically in the face of an authoritarian exercise of power, as has been observed especially in recent years in Brazil, can be understood as a gesture of resignification of the critical attitude. The problematization of this field of analysis was not directly addressed by Foucault, but it has become an indispensable object of study for the political diagnosis of our present.

En este trabajo se analiza, desde una perspectiva socio-histórica con énfasis en la historia social de los saberes y expertos, el II Congreso Internacional Latino de Educación Física, que tuvo lugar en Madrid, España, en 1956. Focaliza la indagación en las problemáticas más debatidas, así como la función y el perfil de ciertos expertos y el papel de determinadas instituciones a la hora de legitimar un determinado funcionamiento epistémico e institucional de la comunidad de especialistas en educación física. Entre las conclusiones, se identifican las diversas problematizaciones abordadas, destacándose cuestiones conceptuales y morales vinculadas con la educación física femenina. Asimismo, el congreso validó y prestigió a ciertos expertos internacionales y a importantes instituciones vinculadas al heterogéneo campo de la cultura física.

O objetivo do artigo é analisar a dupla relação entre neoliberalismo — concebido no registro de uma governamentalidade gestora de crises funcionais no âmbito socioeconômico-político — e a emersão do pós-fascismo como resposta à desorientação neoliberal. A hipótese da análise sustenta que, na atualidade, o pós-fascismo tornou-se um dos principais modos de produção de subjetividade contemporâneos. Para tanto, privilegia-se a revisão bibliográfica que fundamenta a crise como meio de funcionamento da governamentalidade neoliberal, evidenciando que o pós-fascismo agencia a própria manutenção de sucessivas crises. Como resultado, processa-se a seguinte problematização: que tipos de estratégias são requeridas, minimamente, para se fazer da educação um laboratório de ensaio contra a conjuntura pós-fascista e, por extensão, neoliberal?

O ensaio propõe esburacar a terra das escolas, a fim de explodir as noções comuns de escola tomadas mediante a obra foucaultiana que, tantas vezes, a aprisionam em uma lógica de regulação e infinito exercício do poder. Aposta na importância de mostrar um desencontro radical entre os discursos e as imagens de escola. Para tanto, a escrita usa o pensamento de Foucault como uma caixa de ferramentas e realiza o trabalho de um artífice, explodindo as imagens de escola com base em pinturas que ponham, no centro de suas experimentações, o questionamento de seus limites constituídos como molduras, obrigando seus sujeitos a uma adaptação violenta e forçada. Se Foucault pintou em seus escritos genealógicos as escolas do poder, é possível encontrar, em paralelo, uma segunda e curiosa pintura na qual as tecnologias de controle falham em imprimir sobre os corpos suas maquinações totalizantes. Surge um Foucault a pintar telas-escolas entre a disciplina e os ilegalismos. Por fim, afirma que os bur...

UNIMINUTO. Todos los capítulos publicados Educación y pensamiento contemporáneo. Práctica, experiencia y educación son seleccionados por el Comité Editorial de acuerdo con criterios establecidos. Está protegido por el Registro de propiedad intelec-Resumen El libro emplea las nociones de experiencia y práctica como instrumentos filosóficos para la investigación en educación y pedagogía. Aunque se trata de conceptos que han sido retomados y elaborados desde los trabajos de Foucault, el trabajo conjunto adelantado al interior de la Red Riepco ha permitido continuar con la exploración de la potencia metodológica de los conceptos mediante el diálogo con otras perspectivas, autores e investigaciones. De este modo, se proponen lecturas cruzadas y diálogos con planteamientos como los de

O artigo investiga como o neoliberalismo é uma arte contemporânea de produzir e de governar subjetividades precárias. A hipótese é a de que a arte de governar neoliberal, ao compor o que Foucault denominou de dispositivo de segurança, atua diretamente precarizando a escola pública. O intuito dessa ação é o de fazer da potência subjetiva matéria de adaptação para a precarização. Logo, a escola pública precarizada funcionaria como instituição que adéqua seus sujeitos às demandas neoliberais precarizadoras. O artigo usa dados econômicos para poder comprovar tal perspectiva.  Ao cabo, o artigo defende ser urgente a escola pública recobrar a função de educar contra a precarização, afirmando-se como espaço público, laico e gratuito de formação para a denúncia e a resistência à arte de governo neoliberal.

História da sexualidade IV: contexto geral e questão central As confissões da carne é o título do quarto e último volume da História da sexualidade de Michel Foucault. Publicado em fevereiro de 2018 na França, este texto inédito amplia estudos e investigações consagrados do autor sobre o desenvolvimento histórico das artes do cuidado e do governo de si mesmo, sob a extensa, variável e milenária cultura de práticas e de exercícios ascéticos.

A number of the citations of artists and works in One Way or Another
are undoubtedly the product of Leonardo Sciascia’s personal tastes as an
art enthusiast. However, they can also be read against the light of a series
of events in the Roman Church in the decade preceding the publication of
the novel: from the moves towards an opening towards contemporary art
which appeared in the texts of II Vatican Council, to the establishment of
the Vatican collections of twentieth-century art. Moreover, the appearance
of the «Peanuts» cartoon (i.e. «Linus» in the Italian market) at the beginning of Sciascia’s book is a response to a renewal of some tastes in catholic culture following the Council’s actions.

This article discusses some of the implications of using a poststructural and postcolonial theoretical framework to understand the positioning of Brazilian EFL teachers in contemporary global society. Foreign language teachers are seen as having a hybrid identity that engages the ...

Elsewhere in this work, I argued that the Emerging Pedagogical Paradigm as I see it must be a paradigm of truth, as it is also a paradigm of the complex. This complexity is of an experiential nature. By this I mean the paradigm must take into account the universe of knowledge—knowledge that is specific yet does not overlook the global, that reconciles, that bridges the gap between global and local, general and specific, social and individual. So all studies, even specific ones, must consider the reality of the student by contextualizing him or her, establishing frequent relationships with the coordinates in the “world of life”, creating constant analogies with current problems and the reflection that they generate. At the outset you take the student from the world of life, and in the end, you send him or her back, no matter how complex or virtual or specific the subject matter you’ve been dealing with. This seems the way to provide them with the basic means to go solo, even if they just wander, i.e., their movements have no apparent end in sight, and occur by means of intuitive, latent, inchoate knowledge built on the path itself, sometimes groping in the dark. The connecting nodes that teachers and students establish will enable each and every one to create a bigger, tighter mesh, with more landmarks, be they scientific or spatio-temporal. The mesh will be a fabric of interdependent connections that will allow students, according to their own paths and spatio-temporal location, both in knowledge and in life, to undertake all dislocation and connection among several levels of reality, inter-areas, inter-knowledge, inter-problems—unlike what happens with exclusively unidisciplinary knowledge. It creates intellectual and emotional upheavals and insecurity, as they will be capable of no more than go where others have gone before and be unable to apprehend the gulfs among uncharted disciplines, which are, by virtue of their novelty, the most promising.

Esta pesquisa objetivou buscar a formacao historica do conceito de subjetividade moderna na sociedade ocidental, problematizando a concepcao que coloca o homem como sujeito unitario, autonomo, cognoscente e objeto de seu proprio conhecimento sobre o qual a propria razao se baseia, analisando suas implicacoes com a educacao e formacao do sujeito. Buscaremos o conceito de subjetividade moderna nas analises historicas das praticas sociais de subjetividades empreendidas por Michel Foucault na antiguidade greco-romana, nos primeiros seculos da era crista e na formacao do sujeito moderno fabricado pelo discurso cientifico. Historia e subjetividade se entrecruzam por dominios filosoficos. Nas analises dos saberes presentes nas praticas sociais podemos reinterrogar o conhecimento, o sujeito e as condicoes que o transformam em sujeito de conhecimento. Observamos que as praticas do cuidado de si sao elementos que constituem a subjetividade na antiguidade, fundamentando a existencia de um suje...

Starting from the premise, recently shared by authors such as Jacques Derrida and Pierre Macherey (for whom a state of crisis is inherent to the university) that of the humanities constitute the specific terrain in which to propose new experiments, this article attempts to verify what is at stake in an approach to philosophy as a way of life, in the context of the current academic form. In doing so, following Hadot and Foucault, it describes philosophical spirituality, and conversion, as the determining elements of a philosophy connected to the practices of existence. Secondly, it shows how the criticisms of the philosophy linked to the state, of Schopenhauer, Nietzsche, and Bourdieu-as well as the criticisms of the philosophy linked to the neoliberal market-determine the urgency of thinking of a philosophy as spirituality within universities. In what terms, however, is it possible to practice this philosophy without changing the very forms of the contemporary county university? And how is it possible to change the contemporary university without giving philosophy the utopian place it deserves?

How can we teach, how educate, when knowledge is scattered and dissolved,
conveyed to students as fragment? Is it not possible that a knowledge dissociated
from life has lost the contextualization that lent it meaning and is now deprived of
intrinsical motivation?
What can we say of what we have done to ourselves by separating the
individual, the self, from the social framework, without which, as we have seen, we
have—because we thought ourselves saviors—imposed access to pseudo-free will, a
thing that is really not there, and have begun a life and a language of mourning and  deprivation, because we have lost access to the other, and likewise to ourselves and our
own subjectivity.
This would be, then, a paradigm of complexity underlying complex,
transdisciplinary thought. It will lead teaching back to life, saving schools and teacher
and students from indifference, allowing education to finally avow itself as poietic,
aesthetic, i.e., with a calling to creation, to all forms of creation, with and of the senses,
with a sense.
I believe this to be the only way we can reconcile the economy of analytic paths
with the paths and lives of creation and fruition, as it amplifies the capability of
extensionality, of opening up to the other, to ourselves and all possibilities. Of course
this is not easy. It is not easy to accept that a good teacher is not the one who undertakes
reductive explanations and simplifications but that who creates (Lyotard’s42) opacities,
because he/she attempts broad contextualizations, by multiplying or showing how
fundamental it is to multiply meaning, even if it provokes temporary imbalance in the
class, suddenly faced with theorizations or problems that deeply question their
conception of knowledge, the knowledge they have painstakingly acquired and
consolidated.

In this paper, I will examine Foucault’s “The Confessions of the Flesh”, with the purpose of understanding firstly why we find in Christianity and especially in Augustine’s work the most advanced matrimonial technology as an institution of internment of desire and fundamental of society. Then, starting from the thesis that “The Confessions of the Flesh” can be appreciated as another Anti-Oedipus, I will propose that they are not only an anti-psychoanalytic work, but also an anti-structuralist one, with the recognition that Judeo-Christian societies are not regulated by parenting deduced from the prohibition of incest, but by a conjugality prior to parenthood and metaphysically pre-incestuous. Finally, I will rehearse an interpretive experiment of “The Confessions of the Flesh” to reconsider theological foundations of man, in comparison with The Pseudo Anti-Narcissus, by Viveiros de Castro.

This paper attempts to reconceive the salient relationships among self, moral education, and the reflection provocations of the French thinker Michel Foucault. It aims to provide a new perspective and philosophy of education on the current practice of moral education, particularly in the Philippines. In achieving this end, the paper discusses how moral education binds the self and its construction, and it forwards conjectures on how moral education may be directed better towards the advancement of the self. By drawing on the Foucauldian philosophical notions of care of the self that appeared in the latter works of the thinker Michel Foucault, this paper will argue that a moral education project can only be successful and truly live up to its promises of producing good human beings if it liberates and truly opens itself up to constant interrogation and reexamination. In the end, it is hoped that the paper will contribute towards crafting a more emancipating and truly effective moral education framework in the Philippines.

A partir del caso judicial de los llamados «ángeles de la muerte» o «enfermeros asesinos» se exploran las relaciones entre verdad y ficción
en el proceso penal uruguayo. El nuevo diseño institucional impuesto por
la reciente reforma procesal penal exige un esfuerzo de comprensión de los juegos de verdad en el discurso jurídico y su articulación con relatos ficcionales que se construyen paralelamente y permanecen en constante diálogo. Desde la articulación de algunas categorías analíticas de la teoría literaria, de la filosofía y de la teoría del derecho pretendemos dejar en evidencia las relaciones fundamentales, no siempre advertidas, entre la verdad y su ficcionalización en la construcción de relatos que intentan justificar y demandan la aplicación del poder penal.
PALABRAS CLAVE. Proceso penal. Verdad. Ficción. Confesión. Castigo.

En la Argentina en las décadas recientes se observa una proliferación de los estudios históricos sobre la educación física. En este trabajo nos propusimos identificar las líneas primordiales de investigación, los enfoques conceptuales y los resultados de las producciones difundidas principalmente en revistas científicas en el periodo 2011-2022. Este análisis nos llevó, en primer lugar, a sistematizar los artículos disponibles en diferentes repositorios para a partir de su lectura organizarlos en cinco grandes categorías temáticas: discurso médico, relación con el ámbito militar, formación docente, género, y debates pedagógicos. El abordaje de cada uno de estos bloques temáticos permite visualizar la relevancia asignada al Estado nacional y a las fuentes institucionales en las producciones historiográficas, sumado a que nos invita a pensar posibles líneas de indagación vinculadas a procesos de inclusión educativa, las prácticas corporales con adultos mayores, la historia oral de la disciplina, las memorias, los relatos de vida y las perspectivas regionales.

L'affirmation d'Aldous Huxley [...] selon laquelle la « révolution véritablement révolutionnaire se réalisera, non pas dans le monde extérieur, mais dans l'âme et la chair des êtres humains » prend tout son sens lorsqu'on parle d'éducation dans un but de développement humain. Cette révolution intérieure requiert de nous un nouvel engagement, une nouvelle lucidité, un nouvel esprit critique, une nouvelle culture et une conscience élevée. Bref, pour récolter enfin les fruits de l'éducation, il serait utile de retourner au bon sens. Tout est en place. Seul un changement de paradigme nous amènera à faire autrement. L'éducation est en mesure de résoudre les crises scolaire, humaine et planétaire qui sévissent.

La escuela moderna está en crisis. Se trata de una crisis de los dispositivos que la conforman. Nos referimos a, entre otros, la concepción de la infancia, la alianza escuela-familia, las utopías, el docente como lugar del saber, la instrucción simultánea, entre otros. Aquí se analiza el dispositivo de la instrucción simultánea, desde sus orígenes hasta sus cambios actuales con la irrupción de la virtualidad en la enseñanza.

Depuis 1992, le gouvernement du Québec développe des politiques et des programmes afin de renforcer l'éducation culturelle des élèves. Comment le discours officiel justifie-t-il ce tournant culturel? Comment définit-il la culture et l'éducation dans le cadre de ce dernier? Pour répondre à ces questions, nous avons eu recours au cadre théorique de la sociologie de la justification et avons examiné le discours officiel à l'aide d'une analyse de contenu. Nos résultats suggèrent que le discours officiel se base sur un composite constitué de conceptions plurielles de la culture et de l'éducation pour justifier le tournant culturel. Mots-clés : éducation culturelle, sociologie de la justification, réforme québécoise des programmes de formation, analyse de contenu, politiques éducatives et culturelles Since 1992, the Quebec's provincial government has been implementing policies and programs designed to improve students' cultural education. How does the official discourse justify this cultural change? How does it define culture and education in this context? To answer these questions, we relied on a theoretical framework from the sociology of justification and carried out a content analysis of Quebec's official discourse. Our results suggest that the official justifications for the cultural change in direction are based on a composite of various notions of culture and education.

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Resumo: Este artigo analisa a construção da cultura da performatividade a partir da configuração das políticas educacionais da Nova Gestão Pública (NGP) no Peru. O estudo, de natureza qualitativa, foi orientado sobre os princípios da teoria fundamentada. Três disposições políticas do NGP, que, atualmente, regulam o ambiente educacional peruano, foram definidas por meio da análise de conteúdo: descentralização e autonomia da gestão educacional, avaliações padronizadas do desempenho da aprendizagem e bônus econômicos. Foi proposta uma entrevista semiestruturada com onze atores educacionais da região de Puno, a fim de conhecer suas experiências pedagógicas e entender seus processos de identidade. Os resultados mostraram traços performativos entre professores e diretores, além de atitudes inseguras em suas práticas pedagógicas. Conclui-se que a incorporação das medidas políticas da NGP promoveria o desenvolvimento de práticas performativas sustentadas na eficácia, na competitividade e na melhoria dos resultados da aprendizagem.