A INSURREIÇÃO DOS SABERES EM MICHEL FOUCAULT

Abstract

This article comments on, unfolds, and multiplies the meaning of Michel Foucault’s discourse about history and about an analytics of knowledges, focusing on the productivity, both for educational theory and research, of notions such as “power-knowledge”, “regime of knowledge” and “regime of truth”. It argues that the modern subject and the modern individuality are, at the same time, products and objects of power and knowledge and that these two, even constituting distinct aspects, liable to dissociation, keep a circular relationship: power in exercise produces knowledge; knowledge, in its turn, institutes effects of power and truth which name individuals and history in particular ways. From this perspective, the school and pedagogy are deeply implicated in the government and self-government of human conduct, and in the production of an essentialized humanity, identical to its own conscience, unitary and sovereign of itself and of history. The article also discusses the nature of theoretical criticism and of liberty, from a non-humanist point of view.