Abstract

BOCASANTA, Daiane Martins; WANDERER, Fernanda  and  KNIJNIK, Gelsa. Dispositive of technoscientificity and Adult Education. Educação. Santa Maria [online]. 2019, vol.44, e30910.  Epub Nov 11, 2020. ISSN 1984-6444.  https://doi.org/10.5902/1984644430910.

The paper presents results of a research whose objective was to analyze how the dispositive of technoscientity works in the production of subjectivities of adult students who were in a literacy process. Its theoretical framework is based on Michel Foucault's formulations on notions such as dispositive and subjectivation. Data was organized in two instances: a) textbooks addressed to adult education and b) narratives generated in a pedagogical work with a class of literacy and post-literacy adults about the use of technologies in contemporaneity. Based on data analysis we could conclude that the students wish to acquire the technological knowledge to better carry out their work and educational activities, as well as to facilitate the communication with their family and friends. They also position themselves as laggards in relation to the acquirement of this knowledge and considered young people as those who dominate and manage to deal with technology. This leads us to think that one among the different strategies that conform the dispositive of technoscientificity is the capture of the interest of the school subjects for techno-scientific issues that conducts their conducts and create the desire to feel included in our machinocentric world.

Keywords : of technoscientificity; Adult Education; Subjectivation.

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