Memória de aula: dispositivo de disciplina e controle

Abstract

This work arose from the concern of text writing in the high degree when I taught to the pedagogy course, in the year of 2012. I observed that such practice occurred on a minimal way, about twice in each subject at maximum by semester. Therefore, I inserted to the lesson plan template the textual production inside the classroom in the context of using memories of class (MC), which means, a kind of writing whose function was to initiate the student to the critics reflection about the worked issues in the classroom and their pertinence to the student in process of graduation. The Memories of Class MC(s) present two important features: the first is related to the fact that done each class it triggers the restarting important points discussed that contribute to the student’s reflection in terms of theoretical knowledge, and the second one is centered on the student’s exigency which is demanded to give his/her point of view before the theory on a critical manner, which means that he or she should discuss the presented issues, as well as their pertinence to the pedagogy student. Before such gender which presents such demands, the investigation centered on the questioning of being before a discipline device, and student’s control of his/her discourse. The analysis was developed based on qualitative methods and from the clue paradigm of GINZBURG (1989), what made possible to indicate the singularity to investigate it with scientific exigency. Besides that, the theoretical reference is based on philosophical studies of Michel Foucault about discipline and control, as well as studies from other researchers in which from the philosopher proposal arose the theoretical issues to the field of education. The corpus of investigation are the MC(s) Memories of Class produced by the students from the second semester of pedagogy, from 2014 to 2015. Then the goal was to investigate how does it occur the person’s discipline and control of the discourse through the Memories of Class MC(s). The hypothesis of such investigation is that the MCMemory of Class assumes an important role of discipline device and person’s control and of its discourse, stimulating it, through a self-reflection of confessional statements and one being shown by the personal written and personal narratives of oneself. To assume the discourse and the accepted position in this scholar order. The questions of this investigation are centered in the reflection of how these productions do the power of disciplining and controlling the people and which, discourse and school prioritize and the ones that exclude, once is vulnerable to discipline and to the built control. Before the shown, it was seen that the MC(s)- Memories of Class are devices of discipline and person’s control and of discourse whose strategies of acting are very subtle, what becomes the device very efficient on the conduction of behavior in the referred conditions of school production.