Abstract

DOGLIOTTI, Paola. Paradojas de autoridad y educación. Educação. Santa Maria [online]. 2011, vol.36, n.02, pp.177-188. ISSN 1984-6444.

This paper develops a series of theoretical reflections about the concept of authority in relation to the changes that have occurred in contemporary societies. Especially, it addresses some paradoxical tensions running through various discourses of authority from common scenes that are installed frequently in educational spaces. It argues that far from currently experiencing a loss of authority, there are changes in the modes of how it is performed, product of changes in the modes of construction of subjectivity. From an open structuralist theoretical perspective, somehow affected by the lacanian psychoanalysis, it is understood that authority itself is a state that exceeds obedience, going beyond the subject’s ability to comply with a set of rules emanating from certain social and historical circumstances. Contemporary modes of performing authority no longer rely so much on the external regulation typical of the discipline but rather, in an appeal to self-regulation and autonomy in which one breathes an atmosphere of greater freedom, but we could also be referring to a “pseudo” freedom or about a fiction of less constraint.

Keywords : Authority; Education; Paradoxes.

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