A produção de professores nas escolas: o Sistema de Proteção Escolar e suas articulações saber/poder

Abstract

Teachers, in addition to their training courses, are produced on a daily basis through the form in which they go through the experience of being a teacher, which takes place within the very functioning of the school institution. This functioning is based on a series of rationalities that circumscribe and define the teaching practice, thereby establishing the references for a form of thinking and becoming a teacher. Having as a focus the rationalization of the education practice inaugurated by what we can denominate a juridical economy that currently permeates the school institution, we have carried out an analysis of an important public policy that functions/operates at the intersection between education and security: the School Protection System, established in the public state system of the State of São Paulo in 2009/2010. The intent of the present article was that of problematizing such policy at the level of the knowledge/power articulations that give support to it, as well as in relation to its productive effects in the constitution of a form of thinking, acting and, ultimately, of being a teacher. Within the school institution, this juridical economy produces subjects and a way of relating to life; it therefore produces important effects, which we have here attempted to denaturalize by approaching them from the viewpoint of the power strategies. KeywordsTeacher education -Security -Protection -Power relationsSchool daily life. It is intriguing how school education is nowadays permeated by a large amount of observations, evidences, opinions, scientific discourses, norms, guidelines, decrees, directions, parameters, laws etc. -everything, of course, grounded in the idea of improving teaching. They are all wellmeaning formulations which, in their internal movements, try to respond to urgent demands seen as necessary to the adequate functioning of social relations in a democratic society. Being generally justified by the multiple exigencies of the complex reality, their main preferences lie in ideas of searching for justice and happiness. There is here some consensus that the rationalization of the procedures and the objectification of conducts would bring us closer to justice, and that the latter would afford better conditions to achieve happiness for each and every one of us. Nonetheless, we propose here to step back a little from this consensus through a simple exercise of parting with our certainties so that we can temporarily stop repeating them, thereby freeing thinking from its habitual route.And what happens if we step away for a while and try to observe what kind of life these questions inspire? More specifically, what are the effects of those influences in the way we understand what happens within a school? And, more importantly, how do these references work in developing a method of being a teacher?Broadly speaking, therefore, what interests us here is to problematize what can be understood as the production of teachers, taking place within the very functioning of the school institution. The...