Quando o futuro é presente: Uma análise sobre projetos e projeções de futuro sob a lógica da (in)disciplina no ambiente escolar

Abstract

This paper presents an analysis of sociability patterns of students from a public school run by the State of São Paulo. The described patterns of sociability are classified from a virtual future that involves the future projections from their colleagues and school professionals that affect students, as well as the students' future projects and future protentions. The categories that organize the analysis of these patterns of sociability are: the good future, the not-so-good future, the non-future, and the negation of future prospects. These categories are a kind of ideal-types, do not operate as predictions about the destinies of the students, but act as agglutinators of sociations (SIMMEL, 2006) and social actions (Weber, 1969), of patterns of sociability. Mobilized in the construction of the analytical argument of this dissertation there are two parts of the writing, which complement each other. A first one in which the theoretical elements relevant to the understanding of the proposed reflection will be presented. I will build a kind of analytical triangle. At a vertex lies the logic (in)discipline as mediator of most of the relationships developed in the school space. At another vertex are the moralities present in the sociations and social actions of the school actors. In a last vertex are the social subjects that are considered from their dividual character, being that as ontological reference, these subjects would be worth, often, of the individualism. This analytic triangle appears most often tacitly. The second part of this text consists of the presentation of empirical data taken from the researcher's articulation with the subjects, which the social associations and actions were object of the reflection and the attempt of understanding undertaken. The analysis of empirical data in the form of ethnographic pieces, in which the meanings of these sociability patterns will be worked, is materialized. Within these ethnographic pieces reside ambiguities that in many moments demonstrate the precariousness and the artificiality of the ideal-types worked. As well, its potentialities to help us understand and reflect on the school microcosm.