Name: LÍVIA CAMPOREZ GIUBERTI

Publication date: 14/10/2020
Advisor:

Namesort descending Role
SANDRA KRETLI DA SILVA Advisor *

Examining board:

Namesort descending Role
JAIR MIRANDA DE PAIVA External Examiner *
JANETE MAGALHÃES CARVALHO External Examiner *
SANDRA KRETLI DA SILVA Advisor *
TÂNIA MARA ZANOTTI GUERRA FRIZZERA DELBONI Internal Examiner *

Summary: The paper aims to criticize the curricular movements produced from relations between the policemen, working in the Police Drug Resistance Educational Program (Proerd), and the school. It presents cartography of the context in which police officers enter schools, explaining curricular movements through collective enunciation and subjectivation processes, such as escape lines, care and affections, processes of resistance and create the possible. The study captures the ways in which meetings between police officers and the school community expand or reduce the power of collective action. Pointing out that there are attempts to creates docile bodies within the curricular prescriptions and some disciplinary technologies present in these meetings. For data production, cartography followed the daily life of schools for Primary and Elementary Education in the city of Vitória, using networks of conversations, narrative images, interviews and records in a field diary. From a post-structuralist perspective, it relies on authors such as Gilles Deleuze and Felix Guattari, Michel Foucault, Baruch Spinoza, Peter Pelbart, among others, understanding the school as a territory of power relations, in which meetings among policeman, teachers, children and teenagers produce truths that sometimes try to define the ways of existing. The research is understood as an experience due to the power to violate thought and, therefore, announces the production of an e-book as an intervention product that triggers criticism and create the possible. It does considerations about the pragmatic way in which police officers are trained to work in schools, opening up possibilities to expand training networks based on knowledge, experiences, care, affections, inventions, resistance ... triggered by the school itself and making all think whether school it's a police place.

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