Power and resilience: itinerances which enable subjectivation processes in the classroom

Abstract

This bibliographic Revision Article is presented as an exhaustive exploration of the primary and secondary sources that evidence the current state of the questioning problem which in turn, is basically characterized by the bibliographic search strategy and the criteria for the selection of articles as well as per the analysis of their banality, reliability and validity; to the foregoing, in light of the writings of the genealogic era and Michael Foucault´s writings, an hermeneutic exercise is performed around the classroom as an hermeneutic scenario for the configuration of subjects and their forms of subjectivation supported by the relation of powers that cause and claim the possibility of resilience; therefore if there is no resilience there is no power and to Foucault, power constitutes an obligated step in the attempt to understand the subject and his moral constitution practices. This analysis forwards the stage of ethics evidencing as a main conclusion that everyone dedicated to the pedagogical practice and the process of teaching and learning, recognizes the power of resilience that subdued the educative dynamics, the schooling institution, resignifying the roles played by teacher and student in the process of subjectivation.