Resumo

DUSSEL, Inés. Foucault and the history of schooling: theoretical assumptions and historiographical debates. Cad. Hist. Educ. [online]. 2020, vol.19, n.2, pp.345-359.  Epub 05-Jun-2020. ISSN 1982-7806.  https://doi.org/10.14393/che-v19n2-2020-5.

In Nietzsche, genealogy and history, Foucault claimed for a history that would cut through historical knowledge and resist the seduction of consoling narratives. However, educational historiography tended to adopt some hypothesis, above all the disciplinarian reading of schooling that is purportedly presented in Surveillance and Punish, that ended in comfortable positions that lost their critical edge. In this article, I propose a re-reading of Foucault’s approach to the history of schooling, and particularly an analysis of a post-Foucaultian intellectual, Ian Hunter, who published in 1994 a highly original work on schooling, along with the debates that this work spurred. I will seek to analyze their historiographical approach and their contributions to a richer understanding of the emergence and effects of schooling.

Palavras-chave : Michel Foucault; History of education; Genealogy; Schooling; Ian Hunter.

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