A statute of teaching practice: problematizations in scene

Abstract

This research aims to outline a kind of statute of teaching practice in contemporary times. Texts published in the Brazilian Journal of Pedagogical Studies (RBEP) from 1944 to 1953 serve as a source for the thematic survey related to university teaching and its developments. From this, the research focuses on an archive consisting of complaints from higher education students posted on the Reclame Aqui platform. This source reveals an intriguing set of noteworthy educational statements, especially those related to expectations about teaching. The research chooses as procedural inspiration the archival approach bequeathed by Arlette Farge and Michel Foucault, aligning this procedural guideline with the practice of educational research. The notions of scene and staging contribute as thought operators, drawing on the reflections of Rancière (2021) and Deleuze (2005), which, together, inspired this undertaking in terms of a form of (re)assembly of the archive interested in the organization of characters, actions, and discourses as apparent events that reveal power-knowledge relations. The scrutinized discursivity points to the fact that the dichotomy between teachers teach and students learn seems to have been blurred by the comprehensive effects of the operation of a kind of educability device, revealing the infixity of the games of veridiction and their power-knowledge relations.