Educação física como tecnologia política dos corpos. Governamentalidade biopolítica neoliberal no Brasil e na Colômbia
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Data
2022-07-15
Autores
Muñoz, Jorge Andrés Jiménez [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Assumindo a perspectiva analítica da governamentalidade, problematizamos a inserção da Educação Física como uma área de conhecimento nas “Ciências da Saúde” no Brasil e na Colômbia através das suas instituições gestoras de políticas científicas. Para além de dilemas epistemológicos, propomos algumas reflexões sobre qual tipo de racionalidade governamental rege essa locação nessa grande área e não na grande área das Ciências Humanas, a qual, localizada na Educação, encontraria uma inserção histórica e social mais significativa. Através de uma atitude problematizadora, analisamos os nexos de saber-poder que produzem as condições de implementação dessa racionalidade política e a sua efetivação tecnológica nos seguintes planos: a) Nas políticas científicas estabelecidas por instituições governamentais em ambos os países; b) Na Educação Física Escolar, compreendida no interior da discursividade de uma série de reformas governamentais. Desta forma, descrevemos como empiricamente vem se disseminando uma tendência de governamentalização biopolítica neoliberal por parte de diversos atores com interesses na educação, que investem a Educação Física como tecnologia de condução das condutas para ampliar seu campo de ação e atingir os corpos no campo escolar. Embora existam singularidades históricas e políticas em ambos os países que condicionam diversos mecanismos de captura e resistência, a racionalidade governamental consegue colonizar eficazmente relatórios, diagnósticos, projetos e políticas educacionais, bem como diversas concepções de avaliação e das aprendizagens, por meio de um discurso gerencialista que prescinde da discussão epistemológica da área, promovendo um empresariamento da vida.
Assuming the analytical perspective of government, we problematize the insertion of Physical Education as an area of knowledge in the “Science of Health” in Brazil and Colombia through their institutions that administer scientific policies. In addition to the epistemological dilemmas, we propose some reflections on what kind of governmental rationality governs this location in this area and in the area of Human Sciences, which, located in Education, would find a more significant historical and social insertion. Through a problematizing attitude, we analyzed the knowledge-power links that produce the conditions for the implementation of political rationality and its technological effectiveness in the following planes: a) The scientific policies established by the governmental institutions of both countries; b) In School Physical Education, understood outside the discourse of a series of governmental reforms. In this way, we believe how empirically we see a trend of neoliberal biopolitical governance being disseminated by several actors with interests in education, who invest in Physical Education as a technology to conduct behaviors to expand their field of action and reach bodies in the school field. There are now historical and political singularities in both countries that condition different mechanisms of capture and resistance, to the governmental rationality that manages to effectively colonize reports, diagnoses, projects and educational policies, as well as different conceptions of evaluation and learning, through a managerial discourse. that dispenses with the epistemological discussion of the area, promoting an entrepreneurship of life.
Assuming the analytical perspective of government, we problematize the insertion of Physical Education as an area of knowledge in the “Science of Health” in Brazil and Colombia through their institutions that administer scientific policies. In addition to the epistemological dilemmas, we propose some reflections on what kind of governmental rationality governs this location in this area and in the area of Human Sciences, which, located in Education, would find a more significant historical and social insertion. Through a problematizing attitude, we analyzed the knowledge-power links that produce the conditions for the implementation of political rationality and its technological effectiveness in the following planes: a) The scientific policies established by the governmental institutions of both countries; b) In School Physical Education, understood outside the discourse of a series of governmental reforms. In this way, we believe how empirically we see a trend of neoliberal biopolitical governance being disseminated by several actors with interests in education, who invest in Physical Education as a technology to conduct behaviors to expand their field of action and reach bodies in the school field. There are now historical and political singularities in both countries that condition different mechanisms of capture and resistance, to the governmental rationality that manages to effectively colonize reports, diagnoses, projects and educational policies, as well as different conceptions of evaluation and learning, through a managerial discourse. that dispenses with the epistemological discussion of the area, promoting an entrepreneurship of life.
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Educação Física, Campo científico, Neoliberalismo, Políticas públicas, Governamentalidade, Governmentality, Physical Education, Scientific field, Neoliberalism, Public police