PODER E DISCIPLINA NA EDUCAÇÃO

UMA ANÁLISE FOUCAULTIANA

Abstract

Abstract

Contemporary education faces significant challenges related to the homogenization of thought, intensified by digital media, standardized assessments, and the indiscriminate use of artificial intelligence by students, often without ethical criteria, which compromises the formation of critical and autonomous subjects. In this context, the study sought to answer the following research question: how do Michel Foucault’s categories of power and discipline help to understand contemporary school practices and the challenges posed by digital technologies and artificial intelligences? Accordingly, the general objective was to analyze how these Foucauldian categories contribute to understanding the functioning of the school and their effects on contemporary pedagogical practices. The methodology was bibliographical, involving a systematic review and critical analysis of Michel Foucault’s works and specialized literature on disciplinary mechanisms in school institutions. The study examined elements such as the organization of school space and time, evaluative practices, and mechanisms of governmentality, articulating these dimensions with Foucauldian concepts related to the production of subjectivities, biopolitics, and social control.The results indicated that, although the school remains marked by processes of surveillance and normalization, possibilities for resistance emerge through diversified, critical, and participatory pedagogical practices capable of fostering autonomy, creativity, and the appreciation of plurality. The study concludes that the Foucauldian framework provides consistent grounds for problematizing the disciplining character of the school and for reflecting on emancipatory pedagogical environments in which digital technologies and artificial intelligences can be incorporated ethically, critically, and inclusively.

Keywords: Subjectivity; Normalization; Biopolitics; Resistance; Control.