EDUCATION AS AN EXPERIENCE OF DESUBJECTIVATION: CRITIQUE AND INVENTION IN MICHEL FOUCAULT
CRÍTICA E INVENÇÃO EM MICHEL FOUCAULT
DOI:
https://doi.org/10.13102/ideac.v1i53.12552Keywords:
Educação; Michel Foucault; Desassujeitamento; Subjetivação; Modos de existência.Abstract
This article analyzes education through Michel Foucault’s philosophy, understanding it as a historical experience of desubjectivation, critique, and invention of modes of existence. Drawing on a genealogical and ethical reading of Foucault’s work, the text problematizes modern education as a central device for the production and regulation of subjectivities, articulating knowledge, power, and government of the self. It argues that critique, in Foucault, is not limited to denouncing domination but constitutes a productive ethical attitude capable of opening spaces for situated practices of freedom. In this framework, education is conceived beyond normative and teleological models of emancipation, understood instead as a field of ethical and political experimentation. By engaging contemporary authors from philosophy, sociology of education, and critical and decolonial perspectives, the article contends that education can foster the problematization of the rationalities governing subjects in the present, contributing to the invention of plural ways of existing in contexts marked by intensified control, performativity, and neoliberal governmentality.
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