FOUCAULT E A EDUCAÇÃO

AS CONTRIBUIÇÕES DA ESTÉTICA DA EXISTÊNCIA PARA A EDUCAÇÃO

Abstract

This article aims to present the contributions of Foucault's aesthetics of existence to the field of education. Initially, the three domains of his theoretical production will be presented, in general terms: Archeology of Knowledge, Genealogy of Power and Aesthetics of Existence. Subsequently, the third phase of his work will be exposed in more depth, highlighting ideas about the concept of Self-Care and its relationship with the school environment and teacher training. The aesthetics of existence is characterized as Foucault's third domain and concerns the idea of ​​life as a work of art, where through self-practices, self-care, self-government, parrhesia and examination of conscience the subject becomes capable to stylize your existence, shaping your life and being your own artisan. The theoretical approaches that underlie the research, in addition to Michel Foucault, are: Veiga-Neto (2016), Brandão (2011), Barcelos, Rabelo and Rodrigues (2009), among other authors. These correlate the work of Philosopher Michel Foucault with Education. From the relationship established between the Aesthetics of Existence and Education, it was realized that the school has been, since its foundation until today, a space that prioritizes discipline and standardization. Therefore, it is necessary to introduce into this space knowledge that enables a new way of training subjects so that they are aware and enjoy their freedom, which is often taken away from them.