Education as an exercise of freedom: The governing and formative role of the school director
DOI:
https://doi.org/10.21527/2179-1309.2024.121.14617Keywords:
Power, Subject, Object, School directorAbstract
This article aims to understand the role of the educational director as the governor who conducts his/her own action and the action of others. Based on Benincá (2010) and Foucault (2004; 2014), it explores the concepts of power, director, governor. It also reflects on the classical text and its ability to provoke the apprehension of new meanings and connections, resulting from the rereading and the context in which it is read. The article has three parts. First, it focuses on the concept of power in Foucault, recognizing its exercise as a relationship, which determines the action of one over the other. Afterwards, it deals with the relations and the pedagogical-subjects that inhabit school, addressing the meanings attributed by Foucault to the concept of subject. Still, with Benincá, the essay discerns subject and object: the first one, as someone capable of establishing a power relationship with himself/herself and with others; the second one, in contrast, as someone passive and indifferent. Finally, the article intertwines the researched concepts to reflect on the school director and his/her conduction, considering the ethical sense that it can assume. With such interpretative procedure, ultimately, the contribution that the classical text brings to the contemporary school director is analyzed, taking into consideration his/her mission to foster pedagogical-subjects, capable of freely self-determination.
References
ARENDT, Hannah. A promessa da política. Rio de Janeiro: DIFEL, 2008.
BENINCÁ, Elli. Indicativos para a elaboração de uma proposta pedagógica. In: BENINCÁ, Elli; MÜHL, Eldon Henrique (Org.). Educação: práxis e ressignificação pedagógica. Passo Fundo: Ed. Universidade de Passo Fundo, 2010a. p. 54-76.
BENINCÁ, Elli. O diálogo como princípio pedagógico. In: BENINCÁ, Elli; MÜHL, Eldon Henrique (Org.). Educação: práxis e ressignificação pedagógica. Passo Fundo: Ed. Universidade de Passo Fundo, 2010b. p. 180-190.
BRUM, Argemiro Jacob (Org.). Trajetória de uma vida. Mário Osório Marques. Ijui: Unijui, 2003.
CALVINO, Italo. Por que ler os clássicos. São Paulo: Companhia das Letras, 2007.
DALBOSCO, C. A.; ARAUJO; Daniela, De David. A simplicidade formativa do mestre professor: um tributo à memória de Elli Benincá. In: MUHL, Eldon; MARCON, Telmo (Org.). Formação de educadores-pesquisadores: contribuições de Elli Benincá. Passo Fundo: EDIUPF, 2022. p. 121-154.
DALBOSCO, Claudio A. Itinerários da ideia clássica de formação. In: DALBOSCO, Claudio A; MARASCHIN, Renata; DEVECHI, Cátia Picollo V. (Orgs.). Educação Formadora. Passo Fundo: UPF Editora; Brasília: Editora da UNB, 2023, p. 31-58.
DAL MORO, Solange; RODIGHERO, Ivanir Antonio (Org.). Itepa Faculdades: 40 anos refletindo sobre evangELLIzação. Passo Fundo: EDIUPF, 2022.
FOUCAULT, Michel. Ditos & Escritos, Volume V: Ética, Sexualidade, Política. Rio de Janeiro: Forense Universitária, 2004.
FOUCAULT, Michel. A Hermenêutica do Sujeito. 3ª ed. São Paulo: Editora WMF Martins Fontes, 2010.
FOUCAULT, Michel. Ditos & Escritos, Volume IV: Estratégia, Poder-Saber. Rio de Janeiro: Forense Universitária, 2012.
FOUCAULT, Michel. Ditos & Escritos, Volume IX: Genealogia da ética, subjetividade e Sexualidade. Rio de Janeiro: Forense Universitária, 2014.
FREIRE, Paulo. Educação como prática de liberdade. 48 ed. São Paulo: Paz e Terra, 2020.
FLICKINGER, Hans-Georg. A caminho de uma pedagogia hermenêutica. Campinas: Autores Associados, 2010.
HEGEL, Georg Wilhelm Friedrich. Fenomenologia do Espírito. Petrópolis: Vozes, 2003.
LUFT, Hedi Maria; SCHMITT, Diovanela Liara. Educação Popular. Escola, sala de aula e planejamento participativo. In: Educação & Contexto, Ijuí, ano 32, n. 101, p. 29-51, 2017.
LUFT, Hedi Maria; Mota, Daniela da Silva; Silva, Camila Souza da. Paulo Freire e o diálogo: Interfaces entre a saúde pública e a educação escolar. In: Educação & Contexto, ano 37, n, 117, p. 9-23, 2022.
MÜHL, Eldon; MARCON, Telmo. (Org.). Formação de educadores-pesquisadores: contribuições de Elli Benincá. Passo Fundo: EDIUPF, 2022.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Revista Contexto & Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
By publishing in Revista Contexto & Educação, authors agree to the following terms:
All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:
Sharing — to copy and redistribute the material in any medium or format;
Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.
These permissions are irrevocable, provided that the following terms are respected:
Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.
No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.
Notices:
The license does not apply to elements that are in the public domain or covered by legal exceptions.
The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).
The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.
Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.
Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.
License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.
