THE DISCIPLINARY POWER IN DISCIPLINARY ADMINISTRATIVE PROCEEDINGS IN UNIVERSITIES AND PUBLIC SCHOOLS

Abstract

This article analyzes how administrative disciplinary processes are born in the daily life of public schools and universities, often being sustained by an order of discourse of power and knowledge, according to the concepts of Michel Foucault. The research explores how the micropowers present in school dynamics control knowledge and shape teachers' subjectivities, using the procedures that precede the establishment of disciplinary processes as control devices. In the construction of the State of the Art for the defense of the thesis with the theme that imbricates power and processes, 28 works were selected among theses, articles, and dissertations with the descriptors, disciplinary power, disciplinary administrative process, and education. The findings highlight the need to rethink these practices, evidencing the impacts of disciplinary power on pedagogical autonomy and educational dynamics.