A pedagogização da pandemia em planos de aula da Nova Escola: quais docências? Quais saberes? Que estudantes?

Abstract

Inspired by the premises of Foucauldian discourse analysis, this article aims to shed light on the pedagogization process of the pandemic in lesson plans from Nova Escola, highlighting the operation of biopower and biopolitics and their implications for teaching, knowledge, and students. Pedagogization is understood primarily as the action of decontextualizing, remodeling, reconceptualizing, and recontextualizing knowledge, based on the rules of discourse that articulate them. The investigative materiality relied on nine lesson plans directed towards the Initial Years of Elementary Education, focused on understanding microorganisms and vaccines. The results indicate that the pedagogization of the pandemic is grounded in a biopolitical discourse that activates technologies of self-care and care for the maintenance of life and productive force. Reinforcing the biopolitical imperative of life management, the plans direct educational efforts towards teaching practices and knowledge capable of promoting "making live" amidst population-regulating mechanisms aimed at normalizing behaviors. Amid the synchronization between teaching and social demands, the centrality of students in pedagogical practices, and the co-participation and co-learning of families and the school community, a pedagogical know-how is observed being developed to address a historical social urgency. In light of this, what stands out is the conformation of the COVID-19 pandemic to the structure of the pedagogical discourse, through techniques and procedures for the conversion of knowledge, articulated with power-knowledge games that aim to produce specific ways of being subjects aligned with times of exceptionality.