Os discursos e as relações de poder na escola: contribuiçoes de Michael Foucault

Abstract

This research aimed to dialogue with Foucault's studies, to understand how the discursive practices existing in the school institution outline our way of building the world. Foucault (2014), marks the school as being crossed by a normalizing power, resembling other institutions of body abduction, such as prison, asylum or hospital, both institutions consecrate themselves as a place of diagnosis and classification. This qualitative research was carried out through bibliographic studies, having as main references the works of Michael Foucault himself, the main ones being: Watching and punishing (2014), Microphysics of power (2019), The order of discourse (2014), and authors recognized in the approach of this theme. The final considerations presented in the last chapter are that the school organization is permeated by power and domination relations, portrayed in its culture and in the knowledge that sustains it, passes the social sphere where power is exercised in unequal social relations and processes of individualization. The school institution has established itself as a fundamental place of the development process, a space that welcomes, educates children, instructs and teaches behaviors articulated with knowledge and discipline. Therefore, it favors the exercise of disciplinary devices with their dynamics aimed at controlling the bodies.