Resumo

ORTIZ-LEONI, Juan Emilio. Thinking pedagogy as psychagogy in the late Foucault. Sophia [online]. 2023, n.35, pp.97-124. ISSN 1390-8626.  https://doi.org/10.17163/soph.n35.2023.03.

The ideas of Michel Foucault have had a great influence on the field of education. Studies on disciplinary society have become an unavoidable reference a point o for understanding the dynamics of the educational institution. However, this influence often remains limited to his critical and a deconstructive approach, without adequately exploring the propositional aspects and constructive influence that his theory can offer. This present work is based on the hypothesis that Foucault’s latest studies provide a solid conceptual framework that goes beyond mere criticism of power relations, offering relevant insights applicable to the field of education. Following this line of thought, the current proposal will explore key concepts from Foucault’s late thought, including the regime of truth, practices of the self, psychagogy an parrhesia. These concepts will help trace the importance of Foucault’s latest work in relation to educational tasks. This work invites us to demonstrate the power of philosophy, not only in questioning entrenched structures but also as a motivating force for ethical transformation processes and possibilities for invention within individuals’ life fabric. In summary, the argumentation will demonstrate that Foucault’s interpretation of both stoic philosophy and cynicism, through the notion of parrhesia, provides clear guidelines that can be applied to pedagogical work and the teacher-student relationship.

Palavras-chave : Foucault; education; pedagogy; relation of self; psychogogy.

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