Cidadania e cidade educadora: problematizando discursos presentes em “manuais” de educação integral

Abstract

This analysis, based on the contributions of the Cultural Studies in Education and the studies developed by Michel Foucault, focuses on problematizing the discourses on Integral Education present in “manuals” used in teacher training. Such manuals are understood as books that bring essential concepts of a particular subject and, through these, seek to guide the actions of those who hold them. For this reason, the following works have been defined as material for analysis: Educação brasileira e(m) tempo integral (COELHO; CAVALIERE, 2002), Educação Integral no Brasil (GADOTTI, 2009), Educação Integral, Educação Cidadã: fundamentos e práticas (ANTUNES; PADILHA, 2010) e Educação Integral em Tempo Integral: estudos e experiências em processo (COELHO, 2009). Therefore, working with the concepts of discourse and governance, it was questioned which discourses are legitimated when talking about Integral Education, which advice/prescriptions are prioritized to guide the conduct of teachers and how these discourses promote a particular methodology for the operationalization of Education Integral. From the reading of these works, it was possible to observe the recurrence of discourses related to the promotion of citizenship and to the operationalization of an educating city. Thus, we defined the following units of analysis: a) concepts of Integral Education as a principle for the development of Citizenship; b) Integral Education as a living and learning experience articulated with projects in an Educating City. From the analysis, it was revealed that the pedagogic practices of education in citizenship, through relations of power and knowledge, establish supposed truths for subjecting individuals through promises of emancipation and “salvation”. It was found that the institution of an Educating City has emerged through a City Pedagogy, in which subjects, as active and engaged citizens, assume responsibility for educating in the scenario of a social project, taking as its premise a supposed citizen education.