Jacques Rancière and a possible school scene

• DOI: 10.22533/at.ed.5583382310108

• Palavras-chave: Instrumentalization of education. Jacques Rancière. school experience.

• Keywords: Instrumentalization of education. Jacques Rancière. school experience.

• Abstract:

  The hegemonic pedagogical discourse in Brazilian society classifies the school as an appropriate place for the development of certain skills and competencies that meet the interests and needs of children and adolescents, as well as the social and marketing demands imposed by technological innovations and transformations in the Brazilian labor market. XXI century. As a consequence, the knowledge generated through technoscientific discourse originating from such a context becomes a consumer good, a pedagogical commodity produced massively in the urgency of its voracious and almost immediate use. Transformed into a mere object of consumption, knowledge is disguised as a promise of satisfaction, the acquisition of which, in culture, will be made available in different ways to subjects, placed in the position of consumers. Such instrumentalization would destroy the school experience as skholè, time free from productive obligations, a place of equality par excellence (RANCIÈRE, 2018). In fact, according to the French philosopher Jacques Rancière, equality is a process that takes place in the present, in action, and cannot emerge as a promise for the future. School is not a preparation, it is a separation, radically different from the logic of consumer relations, means and ends. In fact, there are school experiences that do not respond to this pedagogical model that we call utilitarian. The aim, therefore, in developing the thesis, is to find school experiences in the city of São Paulo that escape the hegemonic pedagogical vision, with the aim of narrating them, inquiring into the reasons that make them possible in order to contribute to the clarification of another possible meaning for education.