A atualidade da psicagogia e a crítica da constituição da subjetividade na formação humana
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Data
2019-08-19
Autores
Ferreira, Ricardo Leonel
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Universidade Estadual Paulista (Unesp)
Resumo
Com base na filosofia de Michel Foucault, afirmamos que a pedagogia empregada tradicionalmente nas instituições de ensino coloca a educação sob a égide de uma lógica normalizadora disciplinar e biopolítica, sendo conduzida de acordo com os parâmetros e dispositivos de poder que atuam na disciplinarização dos corpos e na reprodução homogeneizante de subjetividades capturadas em suas singularidades. Desde um ponto de vista da filosofia como diagnóstico da atualidade, Foucault aponta para a relevância da ética do cuidado de si como problematização das práticas históricas de constituição da subjetividade. Este é o caso, portanto, da noção de “psicagogia”, que pode ser empregada para se referir a modos de subjetivação contrários à lógica disciplinar ou biopolítica, possibilitando uma relação com o conhecimento que não seja privilegiadamente de aquisição ou assimilação, mas que seja capaz de provocar mudanças no êthos, isto é, na constituição ética e política dos indivíduos. Nesse sentido, propusemo-nos aqui ao desafio de exercitar o desenvolvimento de problematizações consistentes com a dimensão política e ética da pedagogia na formação humana e, a partir da noção de psicagogia, experimentamos tecer alguns apontamentos epistemológicos sobre as possibilidades de atualização das práticas educativas, tendo em vista a necessidade ética e política de apreender os processos formativos na relação entre o sujeito, a verdade e a subjetivação. Na medida em que a psicagogia encontra o seu sentido como uma prática do cuidado de si, do governo de si mesmo, ela pode propiciar o rompimento com a produção de assujeitamento da subjetividade a que a pedagogia das habilidades e das competências está sujeita, em meio à disciplinarização e normalização dos atores escolares. A psicagogia provoca aqui um questionamento de fundo político e ético, intrinsecamente relacionado aos processos de subjetivação e de poderes institucionais que pretendem manter certo controle, pois ela escancara a monopolização de um sentido normativo de aprendizagem e o papel que ele exerce frente ao enfraquecimento das potencialidades dos aprendizes, tendo em vista a sua relação com a responsabilidade originária dos fatores de governamentalização, que dominam grande parte dos modelos de educação existentes. Admitida como uma proposta alternativa, a psicagogia revela a existência de outras possibilidades para a busca da compreensão acerca da relação entre o processo de formação e as singularidades que demandam outro cuidar, uma nova postura na forma de se conceber o como fazer pedagogia e os objetivos educacionais, pois é por meio do olhar afetivo e comprometido com a liberdade que se torna possível uma presença interessada em sala de aula, criando sentidos que correspondam aos desejos e aos fluxos de pensamentos que inclinam os sujeitos a se transformarem na relação com os saberes.
Based on the philosophy of Michel Foucault, we can claim that the traditionally employed pedagogy in educational institutions places education under the aegis of a disciplinary and biopolitical normalizing logic, being conducted according to the parameters of a power device which aims for disciplining the bodies and reproducing captive subjectivities in their singularities in a homogenizing way. From a philosophical point of view as a diagnosis of the present time, Foucault points to the relevance of the ethics of the care of the self as a questioning means of the historical practices of the constitution of subjectivity. This is the case, therefore, of the notion of "psychagogy", which can be used to refer to modes of subjectification contrary to the disciplinary logic or biopolitics, making possible a relation with knowledge, which is not privileged by acquisition or assimilation but capable of giving rise to changes in êthos, that is, in the ethical and political constitution of individuals. In this sense, we propose here the challenge of exercising the development of problematizations that are consistent with the political and ethical dimension of pedagogy in human formation and, with the notion of psychagogy we tried to make some epistemological notes about the possibilities of updating educational practices, being mindful of the ethical and political necessity of apprehending the formative processes involved in the relationship between the subject, the truth and the subjectivation. Psychagogy finds its purpose as a practice of the self-care, of self-governing, it can provide the rupture with the production of subjectivity subjection to which the pedagogy of skills and competences is disposed amongst the disciplinarization and normalization of the school actors. Psychagogy here leads to a questioning of political and ethical background, intrinsically related to the processes of subjectivation and institutional powers that want to maintain certain control, since it opens the monopolization of a normative sense of learning and the role it plays in the face of weakening potentialities of learners, in view of their relationship with the originary responsibility of the governance factors, that dominate most of the prevailing educational models. Admitted and an alternative proposal, the psychagogy reveals the existence of other possibilities for the search of the understanding regarding the relationship between the formation process and the singularities that demand other types of caring, a new posture when conceiving the ways to do pedagogy and the educational objectives, because through a point of view that is affective and committed to freedom an interested presence inside the classroom is made possible, creating meanings that match the desires and flows of thoughts that incline the subjects to becoming the relationship with knowledge.
Based on the philosophy of Michel Foucault, we can claim that the traditionally employed pedagogy in educational institutions places education under the aegis of a disciplinary and biopolitical normalizing logic, being conducted according to the parameters of a power device which aims for disciplining the bodies and reproducing captive subjectivities in their singularities in a homogenizing way. From a philosophical point of view as a diagnosis of the present time, Foucault points to the relevance of the ethics of the care of the self as a questioning means of the historical practices of the constitution of subjectivity. This is the case, therefore, of the notion of "psychagogy", which can be used to refer to modes of subjectification contrary to the disciplinary logic or biopolitics, making possible a relation with knowledge, which is not privileged by acquisition or assimilation but capable of giving rise to changes in êthos, that is, in the ethical and political constitution of individuals. In this sense, we propose here the challenge of exercising the development of problematizations that are consistent with the political and ethical dimension of pedagogy in human formation and, with the notion of psychagogy we tried to make some epistemological notes about the possibilities of updating educational practices, being mindful of the ethical and political necessity of apprehending the formative processes involved in the relationship between the subject, the truth and the subjectivation. Psychagogy finds its purpose as a practice of the self-care, of self-governing, it can provide the rupture with the production of subjectivity subjection to which the pedagogy of skills and competences is disposed amongst the disciplinarization and normalization of the school actors. Psychagogy here leads to a questioning of political and ethical background, intrinsically related to the processes of subjectivation and institutional powers that want to maintain certain control, since it opens the monopolization of a normative sense of learning and the role it plays in the face of weakening potentialities of learners, in view of their relationship with the originary responsibility of the governance factors, that dominate most of the prevailing educational models. Admitted and an alternative proposal, the psychagogy reveals the existence of other possibilities for the search of the understanding regarding the relationship between the formation process and the singularities that demand other types of caring, a new posture when conceiving the ways to do pedagogy and the educational objectives, because through a point of view that is affective and committed to freedom an interested presence inside the classroom is made possible, creating meanings that match the desires and flows of thoughts that incline the subjects to becoming the relationship with knowledge.
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Psicagogia, Educação filosofia, Ensino, Subjetividade