EDUCATION AS SUBJECTIVATION: REFLECTIONS ON SELF CARE IN MICHEL FOUCAULT AND JOHN DEWEY

Resumo

THE CONCEPT OF SELF-CARE IS THEMATIZED BASED ON FOUCAULT'S HERMENEUTICS OF THE SUBJECT (2014)
AND DEWEY'S DEMOCRACY AND EDUCATION (1994), IN ORDER TO FORGE SUBSIDIES CAPABLE OF
ELUCIDATING THE IMPORTANCE OF SUCH A CONCEPT IN THE CONSTITUTION OF PROCESSES FORMATIONS AND
THE COMMON HUMAN WORLD ITSELF. IT STARTS FROM THE PERSPECTIVE OF FOUCAULT'S NOTION OF SELF-CARE,
IN ORDER TO UNDERSTAND HOW THE REPOSITIONING OF THE PROBLEM OF THE PHILOSOPHICAL PROBLEM OF
KNOWING YOURSELF IS TAKEN AS SELF-CARE. FURTHERMORE, IT IS CONSIDERED THAT THE THEORIZATIONS OF
JOHN DEWEY'S EDUCATIONAL PROJECT REMAIN EXTREMELY CURRENT, ESPECIALLY AT A TIME WHEN WE
WITNESS THE EMPTYING OF THE FORMATIVE MEANING OF THE SUBJECT, AND THE HEAVY EMPHASIS ON
DISCOURSES OF RESULTS AND PURPOSES. IN FOUCAULT, WE CAN SAY THAT THESE ARE THE TWO
CHARACTERISTICS OF THE INSTRUCTIO: THE FORMATIVE AND THE CORRECTIVE ELEMENT; IN DEWEY, IT'S ABOUT
LEARNING FROM EXPERIENCE, AND REORGANIZING IT, CORRECTIVELY, AS A CONTINUUM. SINCE EDUCATION IS
INSTRUCTIONAL, IT HAS THE FORMATIVE AND CORRECTIVE SENSE, AND THIS ECHOES THE SENSE OF EDUCATION
AS A REORGANIZATION OF EXPERIENCE AS A CARE OF THE SELF, A CARE THAT MAKES THE SUBJECT IN HIS
FORMATIVE PROCESS AND EXPERIENCES CAN CONTINUOUSLY FACE LIFE, IN ADDITION TO BRINGING UP
REASONS TO GOVERN HIMSELF THROUGHOUT HIS FORMATIVE PROCESS.