PROEJA: um dispositivo da governamentalidade produzindo posições de sujeito

Abstract

This thesis focus a part of the official discourse of the National Program for Integration of Vocational Education with Basic Education for Adult Education – PROEJA. A discourse analysis of Foucaultian inspiration was carried out, seeking to make evident how the discourse of the above mentioned educational policy acts as a governmentality device which, by creating subject positions, acts upon the actions of the others. In this process of government, the official discourse creates subject positions: for students, positions of subjects to be saved; for teachers, subject positions of saviours; and for the State, a subject position of manager and provider. The discoursive device operates, initially, by defying the diverse subjects to do their part, to perceive themselves as integrants of a process which aims at providing access to education as a fundamental right, so far denied to the part of society constituted by adults and young adults. Based in the idea of making subjects take responsability upon themselves, discourses begin to institute a politics of truth about education and its subjects, defining a discoursive field that creates the objects it describes, making them part of a relation of power-knowledge. In such relation the one who has the knowledge also holds the power to define the norms of conduct. The analysis has shown that the official discourse functions as a discoursive device that creates particular ways of being, of acting, of living and of seeing the world, exerting governmentality over each and every one. Such government defines norms for the production of malleable and governable subjects who will put the policy in focus into action.