Gestão da educação do campo na racionalidade neoliberal

Abstract

The present study results from a research that aims to analyze and problematize the management of Field Education in neoliberal rationality. Considering this objective, the methodological approach is based on qualitative research, based on a discourse analysis inspired by Michel Foucault. For that, I take as analytical materiality: the National Program of Field Education - PRONACAMPO (2013), from which I search for the discursive recurrences that allow me to identify principles produced as drivers of the relationships and possibilities offered to the subjects that live and act in the processes of education in rural education, within a logic of neoliberal government. The analysis carried out tends to the perception of elements that involve forms of autonomy and self-management of the subjects, presented by the program as principles that seek to strengthen governance actions in society, with a view to the production of a population less exposed to risk and more exposed to security. The discussions constructed in the text are pertinent to us because we understand that, from the need to produce new subjectivities suited to the demands of the contemporary world, merged with the needs of production of subjects useful to the neoliberal logic, it is for the State to intervene in the conduct of the subjects, ensuring that each one is permanently producing their own desires while at the same time achieving the conditions necessary for their satisfaction. In this logic, investing in Field Education means defending that it is possible and necessary for the subjects to stay in the field, as long as they undertake, produce and consume and thus prevent the risks of being constituted as subjects excluded from the economic fabric of the country. Working in the analysis of the Program, in articulation with other documents that form a discursive network on rural education in the country, I observed a shift from rural education to rural education. This displacement is linked to the emergence of policies that propose a school education that must be born from the principles of rural life, in articulation with neoliberal principles, that is, a school is proposed that, when inserted in the field, under the intention of respecting the particularities of those who live in it, seeks to capture subjects who are targets of their practices for a neoliberal way of life.