El dispositivo normativo escolar y las resistencias posibles en la construcción de la escuela como territorio de paz

Abstract

Research work developed with the teachers of the weekend session of the Sierra Morena IED School, in order to analyze how teachers' political subjectivities could influence the conception of the school as a territory of peace. Qualitative study developed from the archaeological and genealogical perspective of Foucault allowing to find in the school system games of truth and relationships of subjection; power relations and how they affect teacher subjectivities and finally construction of teacher political subjectivities. Taking into account the previous panorama, it was possible through the methodological application of documentary analysis, observation and interview to collect inputs that were organized and examined in matrices of categories and conversational matrices. The results yielded findings related to institutional knowledge, legal knowledge and academic knowledge that determine the games of truth; and in turn influence the power relations that determine the way in which the political subjectivities of the teachers are gestated that conclude in the possibility of the school as a territory of peace.