A pesquisa que se materializa nesta Dissertação de Mestrado tem como objetivo investigar as relações micropolíticas que integram o contexto escolar no qual o professor de Educação Física se insere e desenvolve o seu trabalho docente. Este trabalho surge a partir de questionamentos frente à reflexão sobre situações vividas e observadas cotidianamente no chão da escola. Discuto a influência da micropolítica escolar sobre o trabalho dos professores de Educação Física e busco compreender as estratégias que estes professores desenvolvem em seu cotidiano frente à micropolítica escolar para desenvolver seu trabalho. Para auxiliar neste processo, elaborei os seguintes objetivos específicos: Entender como se desenvolvem as relações presentes entre as diferentes pessoas que agem no contexto escolar estudado; entender a influência da micropolítica escolar no trabalho dos professores de Educação Física; compreender como o professor de Educação Física lida e opera frente às disputas que se desenvolvem no contexto estudado. Acredito que o contexto escolar possa ser entendido e compreendido com um olhar a partir da teoria da micropolítica da organização escolar e contribuir para o melhor desenvolvimento do trabalho docente. Metodologicamente, este é um estudo de corte qualitativo que adota como opção metodológica o estudo de caso etnográfico, que considera a particularidade do contexto estudado. O estudo foi realizado em uma escola pública da Rede Estadual de Educação na cidade de Camaquã/RS e conta com a colaboração dos respectivos professores da disciplina de Educação Física. Utilizo como instrumentos para a obtenção das informações: a observação participante, que foi registrada em um diário de campo, entrevistas semiestruturadas e análise de documentos, entre eles, o PPAP(Plano Político Administrativo Pedagógico) da escola e os planos de trabalho da Educação Física. A coleta de dados foi realizada de 30 de junho de 2014 a 28 de abril de 2015 e as informações obtidas através dos instrumentos citados foram trabalhadas através da análise de conteúdo. Inicialmente, no referencial teórico, abordo o tema trabalho por entender que existe uma relação dialética entre esta atividade e o trabalhador. Posteriormente, o trabalho docente e as particularidades deste trabalho que se desenvolve por meio de relações e, por fim, discuto o tema micropolítica escolar, a partir da teoria micropolítica da organização da escola, está entende que a escola é constituída por alianças, negociações, acordos, conflitos e disputas, conferindo ao contexto diferentes tessituras. O contexto de ensino e aprendizagem estudado possui particularidades em sua organização micropolítica, que é fragmentada pela formação de diferentes arranjos que não representam a estrutura formal da escola. Diferentes vínculos se estabelecem entre os agentes educativos que formam alianças que visam viabilizar o seu trabalho e atender seus interesses. O grupo de professores de Educação Física da escola passava por uma transição particular, em que novos professores eram integrados ao grupo e professores com vínculo de trabalho temporário tinham seus contratos interrompidos. Este momento micropolítico acentuou a noção da transitoriedade, pois as novas relações estabelecidas, entre estes docentes, conferiram ao grupo de professores características de um grupo de interesse, que passou a operar coletivamente em prol de objetivos comuns. Considerar a formação de arranjos pode favorecer o desenvolvimento do trabalho docente em Educação Física num contexto imerso em disputas e conflitos. / The research which materialize itself in this dissertation of master’s degree has the objective to investigate the micropolitical relations which integrates the educational context where the teacher of physical education inserts and develops his job. This work rises from questions beyond reflections about situations lived and observed in the school floor. I discuss the effects of the educational micropolitics about the physical education teachers’s work and pursue to understand the strategies these teachers develop in their daily moments compared to educational micropolitics to develop their work. To support in this process, I elaborate the following specific objectives: to understand how to develop the present relations between the different people who transit in the educational context, to understand the influence of the educational micropolitics in the Physical Education teacher’s work, to understand how the physical education teacher deals and operates compared to educational micropolitics and to understand the contests which develop in the school. I believe the educational context can be understood and comprehend with a look from the theory of the micropolitics of educational organization and to contribute for the best development of the teaching work. Methodologically, this is a study of qualitative court which adopts as methodological option the ethnographic case study considering the particularity of the context studied. The context was accomplished in a public school of the State Grid of Education in the city of Camaquã/RS and counts with a collaboration of the respective teachers of the discipline of Physical Education. I use as instruments for the information collecting: the participant observation, registered in a camp journal, semistructured interviews and analysis of documents, between them, the PPAP of the school and the plans of work of the Physical Education. The collecting of data was accomplished from June 30th, 2014 to April 28th, 2015 and the informations gotten by the instruments said before were used by the analysis of content. Initially, theoretical reference, I approach the theme work to understand that exists a dialectic relation between this activity and the worker. After, it's approached the teaching work and the particularities of this work which develops by the relations and, lastly, the educational micropolitics, from the micropolitics theory of school’s organization, which understands the school is made by alliances, negotiations, deals, conflicts and contests, giving the context different meanings. The context of teaching and learning studied has particularities in its micropolitical organization, which is fragmented by the formation of different arrangements which don't represent the formal structures of the school. Different bonds established between the educational agents which make alliances to enable the work and to get the interests. The group of Physical Education teachers of the school were in a particular transition, where new teachers were integrated to the group and teachers with temporary work had their contracts interrupted. This micropolitical moment accented the notion of transience of the context, because the new relations established, between these teachers, checked to the group of teachers features of a interest group, which is operating collectively to the common objectives. To considerate the formation of arrangements may favor the development of the teaching work in physical education in a context immersed in disputes and contests.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-15T11:36:55Z No. of bitstreams: 1 Lucas Carlini Lespier.pdf: 5522650 bytes, checksum: dce0684e706fb7afe698cedd76d93e9b (MD5) / Made available in DSpace on 2017-12-15T11:36:55Z (GMT). No. of bitstreams: 1 Lucas Carlini Lespier.pdf: 5522650 bytes, checksum: dce0684e706fb7afe698cedd76d93e9b (MD5) Previous issue date: 2017-12-08 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research analyzes the communication process and poetic procedures of documentaries made by audiovisual production collectives in São Paulo. With this purpose, the documentaries O muro da vergonha (Moinho Vivo, Comboio e Fabcine, 2014, São Paulo, SP, 15’46”, digital, color) was chosen. The context of the audiovisual production outside the tradicional centers of production is historically placed on a process that moves it away from the sociological method of documentary realization as defined by Jean-Claude Bernardet (2009). To define what we understand by audiovisual collectives this research place them not isolated in history, but inserted in a historical process of democratization of the audiovisual production, with the starting point in the experience from Suely Rolnik and Félix Guattari – portrayed in the book Cartografias do desejo – that in 1982 traveled the just redemocratized Brazil, talking about the directions of the social movements. To understand the collective creation inside thous groups we will use the theory from Cecilia Almeida Salles (1998) that analyzes the process of network creation and we will base in the approach of the extremities from Christine Mello (2008) to approach the works by their poetic procedures, understanding that this audiovisual production happens in the extremities sign. The objetives of this research consist in build a path of reading for O muro da vergonha and its communicational process, minding the the collective creative process. This research seeks to understand what we name here poetics of meeting, that we recognize in its disruptive relations regarding political action and classical audiovisual narratives / Esta pesquisa analisa os processos comunicacionais e os procedimentos poéticos de documentários realizados por coletivos de produção audiovisual em São Paulo. Para isso, foi escolhido em especial o documentário O muro da vergonha (Moinho Vivo, Comboio e Fabcine, 2014, São Paulo, SP, 15’46”, digital, cor). O contexto atual das produções audiovisuais fora dos centros tradicionaisde produção é entendido situando-os historicamente dentro de um processo que se afasta do método sociológico de realização documentalnos moldes definidos por Jean-Claude Bernardet (2009). Para definir o que entendemos por coletivos audiovisuais,a pesquisa situa esses grupos não como isolados no tempo, mas inseridos em um processo histórico de democratização da produção audiovisual, tomando como marco inicial, tanto histórico quanto teórico, a experiência de Suely Rolnik e Félix Guattari – retratada no livro Cartografias do desejo –, que, em 1982, viajaram pelo Brasil da redemocratização discutindo os rumos dos movimentos sociais. Para entender a criação coletiva dentro desses grupos usaremos a teoria de Cecilia Almeida Salles (1998) que analisa os processos de criação em redes e nos basearemos na abordagem das extremidades de Christine Mello (2008) para uma aproximação das obras pelos seus procedimentos poéticos, por entendermos que esta produção audiovisual acontece no signo das extremidades. Os objetivos desta pesquisa consistem em, a partir da compreensão do contexto das poéticas do encontro, construir um caminho de leitura para O muro da vergonha e seus processos comunicacionais, levando em conta seus processos criativos coletivos. Esta leitura busca compreender de que modo aquilo que denominamos poéticas do encontro, que reconhecemos em suas relações disruptivas no que se refere a ação política e às narrativas audiovisuais clássicas

Made available in DSpace on 2016-04-26T14:55:11Z (GMT). No. of bitstreams: 1 Joana dos Santos Egypto de Cerqueira.pdf: 968361 bytes, checksum: 58ceab4ea27f7469753ce82997e8e9d6 (MD5) Previous issue date: 2015-03-17 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work presents three different movements characterized by disjunctive series interweaved around the genealogy of forces in struggle, composing the invention of a dance. It is especially inspired in the writings of Friedrich Nietzsche, Michel Foucault, Gilles Deleuze and Félix Guattari. Traces of what is considered as contemporary dance‟ are situated through the discussions around dance‟s execution by history and becomings that are installed on it. Therefore, the emergence of the Programa Municipal de Fomento à Dança (Municipal Dance Foster Programme) for the city of São Paulo is investigated, from ways of conducts taken out by performance artists during the passage of the 20th to the 21st century. The Vocational Programme (Programa Vocacional) is analised as one of the most important complementary political program related to the activity of artists from different fields. In this way, the research concentrates on the historical analysis of the cultural policies investments in Brazil that reflects in adjustments over the production of the so-called intangible materials‟ and controls related to the recent field of the creative economy . The government of conducts affects the life of artists and dancers in São Paulo, while the sophistication of power technologies develop calculations and create forms of selectivity around the current artistic creations in contemporary dance by means of governmental notices and tenders. Different ideas of culture‟ are presented based especially on nietzschean lectures about cultivation of social and ethical practices. A path of the development of cultures of the self through the experimentation of dances produced in São Paulo between the final decades of the 20th century and the beginning of the 21st raising mixes with a distant archipelago: Japan. That meeting is considered as one of the possible links that calls our attention for the political condition of the contemporary dance in São Paulo / Este trabalho apresenta três movimentos caracterizados por séries disjuntivas que se entrelaçam em torno da genealogia das forças em luta componentes da invenção de uma dança, a partir principalmente das leituras de Friedrich Nietzsche, Michel Foucault, Gilles Deleuze e Félix Guattari. Situa-se vestígios daquilo que veio a ser considerado como dança contemporânea em meio à discussão entre efetuações da dança pela história e devires que nela se instalam. Discute-se, por conseguinte, como se deu a emergência do Programa Municipal de Fomento à Dança para a cidade de São Paulo, a partir de modos de condutas efetuados por artistas da cena, durante a virada do século XXI. Analisa-se, contudo, um dos atuais programas políticos municipais complementares à condição do campo de trabalho que envolve a vida de artistas de diferentes campos: o Programa Vocacional. Nesse sentido, a pesquisa debruçou-se na análise histórica dos investimentos em políticas culturais, no Brasil, que desaguam em adequações sobre a produção dos considerados materiais intangíveis e controles relacionados ao recente campo da economia criativa . O governo das condutas atravessa a vida de artistas e dançarinos, na cidade, em meio também à sofisticação de tecnologias de poder que condicionam cálculos e atestam seletividades sobre as atuais elaborações voltadas às artes e à dança contemporânea, por meio do funcionamento dos editais. Noções de cultura são apresentadas principalmente a partir de leituras nietzschianas enquanto cultivo de práticas sociais e de si. Delineia-se, entre as décadas finais do século XX e a entrada do XXI, um percurso da elaboração de culturas de si pela experimentação de danças experimentadas e produzidas em São Paulo, que suscitam misturas e contágios com um longínquo arquipélago: o Japão. Esse encontro apresenta-se como um dos possíveis fios que chamam a atenção para uma escuta relacionada à condição política presente sobre a dança contemporânea, na cidade de São Paulo

A presente dissertação compreende uma pesquisa que buscou investigar os modos de trabalhar e subjetivar nos Centros de Referência Especializado de Assistência Social (CREAS). Este Serviço, destinado a ofertar trabalho social especializado, à famílias e indivíduos em situação de violação de direitos, é vinculado à Proteção Social Especial de Média Complexidade (PSEMC) da Política Nacional de Assistência Social. Pelas abordagens Clínicas do Trabalho, especialmente pela Clínica da Atividade e pela Ergologia, propostas respectivamente por Yves Clot e Yves Schwartz, em interlocuções com o conceito de micropolítica - formulado por Gilles Deleuze e Félix Guattari – tomamos o trabalho enquanto atividade. Isto é, consideramos os modos de trabalhar e subjetivar nos atos empreendidos, pelos trabalhadores, quando fazem a gestão entre Trabalho Prescrito e Trabalho Real, por onde entendemos que se opera, uma micropolítica. Nessa direção, e valendo-nos de pistas cartográficas, foi desenvolvido um percurso de pesquisa com os trabalhadores em situação de trabalho, acompanhando algumas rotinas e propondo grupos de discussão, em que os próprios trabalhadores pudessem ser analistas do seu trabalho. A análise dos materiais produzidos aponta para três eixos referentes a atividade de trabalho no CREAS: os constantes esforços de renormatização face ao vazio de normas potencializado pela dimensão relacional inerente ao trabalho no CREAS; a coexistência de uma inflação e uma ausência de normas que tem atravessado a atividade de trabalho em políticas públicas, servindo, por vezes, a (re)produção de ‘urgências’; e os desafios na construção de coletivos de trabalho para enfrentar o real do trabalho. A partir desse estudo, apontamos a importância de criação de dispositivos teóricos-metodológicos de formação que possibilitem aos trabalhadores serem analistas do seu trabalho, na experimentação do SUAS, em meio a zona de tensão que se faz entre Política de Estado e Política Pública. / This Masters thesis comprises a research on the ways of working and subjectifying at the Specialized Social Assistance Reference Centers (CREAS). This service is designed to offer specialized social work to families and individuals who are in a situation of rights violation, and is part of the Medium Complexity Special Social Protection (PSEMC) of the National Social Assistance Policy. Using the Clinics of Work approach, specially the Clinics of Activity and Ergology (which were proposed, respectively, by Yves Clot and Yves Schwartz), in dialogue with the concept of micropolitics (formulated by Gilles Deleuze and Félix Guattari), we deal with work as activity. That is, we consider the ways to work and to subjectify in the acts undertaken by the workers when they make the management in between Prescribed Work and Real Work – space where we understand a micropolitics operates. In this way, and relying on cartographic clues, a research course was developed with workers in their work situation, by following some routines and proposing discussion groups, so that the workers themselves could be analysts of their work. Three axis related to work activity at the CREAS are hinted by the analysis of the produced material: the constant renormatization efforts in relation to the void of standards potentiated by the relational dimension of the work in the CREAS; the coexistence of an inflation and an absence of norms [rules] which cuts through the work activity in public policies, sometimes feeding the (re)production of 'urgencies'; and the challenges in constructing work collectives to face the real of work. From these studies, we point out the importance of generating theoretical-methodological apparatuses of formation which enable workers to be analysts of their work, during their experience in the SUAS, and amid the tension zone which becomes the in between a State Policy and a Public Policy.

This thesis takes an actor-oriented approach to a micropolitical analysis of the engagements of Kanak villagers in the Voh-Koné area, New Caledonia, with the Koniambo Project, a proposed joint nickel mining venture involving a multinational (Falconbridge) and a local mining company (SMSP). In the introductory chapter, I outline my theoretical framework, which expands political ecology by applying insights from micropolitical theory to a focus on intracommunity disputes surrounding natural resource exploitation projects. I argue that such a close examination is necessary if we are to understand local tensions and factions and their multiple influences on the outcomes of development projects. ¶ The Koniambo Project promises to redress some of the economic imbalances prevalent in the archipelago by benefiting the largely Kanak, and historically underprivileged, Northern Province. Thus, this mining project has great politico-economic significance, both for pro-independence leaders as well as for those who wish to maintain New Caledonia as a part of France. However, while people expected benefits for the Kanak people as a whole, the project sparked intracommunity conflicts at the local level. I argue that villagers’ claims to the right to authorize mining activities as well as their desires to receive recognition from the mining company reflected their eagerness to prove a high social position. Meanwhile, in line with the traditionally competitive political climate within Kanak communities, there were many debates about who exactly the ‘landowners’ were. Indeed, the project’s potential to disrupt or reinforce control over land – which, unlike material goods, was a socially acceptable object of overt rivalry – created unexpected socio-political stakes. These differential micropolitical possibilities shaped people’s discourses about the project’s other impacts. For instance, those who expected to be able to access employment opportunities as well as social recognition from the mining project were more inclined not to worry about the project’s consequences for natural/cultural resources. Similarly, Voh-Koné area villagers’ statements and actions regarding dangers from spirits or forbidden places were strongly influenced by their expectations of the project’s ability to strengthen or weaken their social status, as determined by their genealogies and proven through demonstrations of their relationships to their ancestors. ¶ In the final chapter, I provide a summary of my conclusions about the micropolitics behind local community members’ engagements with the Koniambo Project. Next I explain how, while this case itself is unique due to the project’s unusual politico-economic significance, the theoretical framework and methodology outlined in this thesis can help to create balanced, nuanced analyses of intracommunity diversity and micropolitical conflicts that objectively yet sympathetically portray local people as real human beings. Finally, I suggest new directions for further research on the interactions of mining companies and local communities.

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

This thesis deals with professionalism in early childhood education in relation to «race» and whiteness in primarily a Norwegian landscape. The overall aim of the study is to investigate how sociomaterial «race»-events can be understood as constitutive of preschool teachers’ subjectivity. The thesis is a theoretical experimentation with strong ties to a real social landscape. One of the main problems that the study evolves around is how «race» is silenced in the dominant discourse contributing to how preschool teachers can create socially just and indiscriminating pedagogical practices in a current «multicultural society». Hence, there seem to be a lack of tools for preschool teachers to think through how «race» might be part of their pedagogical practice in preschools, and how «race» is an important issue to address when working with how to perform pedagogy ethically and politically. More specifically and in a philosophical-theoretical manner, the study explores «white» preschool teachers’ relation to «race». The philosophical-theoretical-methodological conceptual toolbox for the study is mainly constructed from the philosophical work of Gilles Deleuze and Félix Guattari (1977, 1987). E.g. machinic assemblage, stratification, Body without Organs, nomadic subject, affect, individuation, micropolitics, becoming, actual/virtual and event. The methodological approach is highly inspired by decolonizing-, feminist poststructural- and critical methodologies. However, immersed with Deleuze and Guattaris philosophy of desire, what started out as a poststructural autoethnography transformed into a cartography of «my own» racial becomings in/with an early childhood landscape. The study shows how subjectivity, when understood as produced through sociomaterial «race»-events, offers another understanding of doing professionalism. Further, it offers an alternative understanding of how to create more socially just pedagogical practices in early childhood education.

Este trabalho coloca em análise as vivências de professores, alunos, pais e demais participantes da comunidade escolar, tendo como objetivo problematizar os sentidos das práticas presentes na escola. Para tanto, apresenta alguns mecanismos de controle, lançando mão do método arqueológico, propondo analisadores e, como indica Foucault, operando descentramentos. Trata-se de uma análise que se propõe a passar por fora das instituições cristalizadas, percorrendo as tecnologias de poder que as produziram. No mesmo sentido, as práticas cotidianas operam como analisadores, levando a problematizar as linhas que as produzem. Este trabalho se baseia nas experiências da autora como docente, diretora de escola, bem como nos seus registros como coordenadora regional de educação no estado do Rio de Janeiro. Como resultado destaca-se a descoberta de saberes cristalizados que dialogam com aqueles insurgidos contra os efeitos centralizadores de poder relações de resistências. Também aponta para a necessidade de ampliar a discussão dos mecanismos por meio dos quais as práticas na escola adotam a perspectiva disciplinar, dentre os quais destaca-se a pedagogia higienizada. Discute-se a afirmação de certos saberes, produtores de subjetividades obedientes, sistematicamente atravessadas por práticas de resistência, problematizando e questionando as verdades produzidas, no sentido de possibilitar a invenção de outras práticas num devir-revolucionário. / This paper is about the analysis of the experiences of teachers, students, parents and other school workers, aiming to discuss the practices around the so called indiscipline. It aims the meanings of these practices in school, discussed in a genealogical perspective. For that, presents a few control mechanisms, giving up the archeological method, suggesting analyzers and, as indicates Foucault, operating overthrows. It is a summary that goes beyond institutions covering the technologies of power produced .Similarly; the daily practices leading analyzers operate as illustrating the lines that are produced. This work is based on the experiences of the author as a teacher and school principal plus the record as the regional Coordinator of education in Rio de Janeiro. As a result there is the discovery of knowledge that dialogues with those risen against the effects of centralizing power- relationships resistance. It also points to the need to broaden discussion of the mechanism by which disciplinary perspective are adopted at schools. It discusses the affirmation of certain knowledge-producing obedient subjectivities systematically traversed by practices of resistance, questioning the truths produced in order to allow the invention of other practices in a becoming-revolutionary.

The present contribution aims to clarify the ethics involved in the notionof territory, coined by Deleuze and Guattari in Mille plateaux, whose philosophical notes are taken from Spinoza’s and Nietzsche’s works. We will see that this project is sufficiently consistent and united, according to its immanent and materialistic lines. However, this ethics finds its limits, not in its internal constitution but in its tacit iden- tification with politics. Our authors conceive the existential field as crossed by political effects, therefore, all ethical acts would be, by their accounts, a political act too. And these acts will be the more perfect –more ethical and more political– the less they deal with traditional state policy. This involves reducing policy to the political, which we believe is a mistake; because, what applies to the singular-collective existence cannotcount nor compete as a substitute of the collective institutional policy. / El presente artículo da cuenta de la ética asociada a la noción de territorioelaborada por Deleuze y Guattari en Mille plateaux, cuyas notas filosóficas son spino- zistas y nietzscheanas. Veremos que este proyecto es suficientemente consistente y cohesionado, de acuerdo a sus lineamientos inmanentes y materialistas. Sin embargo, esta ética encuentra su límite, no tanto en su constitución interna como en su iden- tificación tácita con la política. Nuestros autores entienden que lo existencial está traspasado por efectos políticos, luego, todo acto ético sería de suyo político, y será tanto más pleno –más ético y más político– cuanto menos tenga que ver con la política estatal tradicional. Esto implica reducir la política a lo político, lo cual creemos que es un error, pues lo que vale muy bien para la existencia singular-colectiva, no puede valer ni competir en sí mismo como substituto de la política institucional colectiva.