EMANCIPATING EDUCATION: BETWEEN PARADOXES AND MICROPOLITICAL GAPS

Abstract

Mapping the mechanisms of exclusion and normalization of bodies and subjectivities, in alignment with Foucauldian and Freirean concepts, institutions are seen as agents of support and replication of disciplinary policies and systems. Therefore, the school can be considered an institution of welcoming and expansion, as well as of mechanization and indoctrination. Thus, based on active listening to teachers, bibliographic review, and data research, this article seeks to outline some analyses of education and its intricacies, considering that the act of educating and its actors are analytical instruments of how much education acts not only in cognitive development, but also in the formulation of ways of living and relating, which also holds potential and provides opportunities for investment in strategies that humanize subjectivations with inventiveness, art, and affection, seeking to strengthen them in the face of social and cultural vulnerabilities. It concludes by betting on intersections with public policies and on early childhood education as a fertile field to be privileged in cultivating roots of resistance and socio-political transformations.