<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100116</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tempo, governamentalidade e autorresponsabilização na docência]]></article-title>
<article-title xml:lang="en"><![CDATA[Time, Governmentalityand Self-responsibilization in Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azeredo]]></surname>
<given-names><![CDATA[Luciana Aparecida Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mascia]]></surname>
<given-names><![CDATA[Marcia Aparecida Amador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Carlos Roberto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Centro Federal de Educação Tecnológica de Minas Gerais Programa de Pós-Graduação em Estudos de Linguagens Departamento de Linguagem e Tecnologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Wisconsin-Madison FAPESP departamento de Curriculum and Instruction]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Revista Horizontes em Educação USF Comitê Institucional de Iniciação Científica, Iniciação Tecnológica Universidade São Francisco]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No contexto neoliberal, no qual imperam a cultura da auditoria e da meritocracia, a lógica do empreender a si mesmo e a visão de educação como mercadoria, convivemos com o mal-estar dentro e fora da docência. Nesse panorama, este artigo objetiva problematizar a racionalidade neoliberal vigente dentro e fora das salas de aula. Trata-se de uma análise discursiva de depoimentos de três professores de Ensino Superior sobre o cuidado (de si), a partir de ferramentas teórico-analíticas de Foucault, com o intuito de apontar em que medida os efeitos de sentido da responsabilização do sujeito por suas escolhas emergem em seus depoimentos. A análise remete-nos à presença dos modos de objetivação, por exemplo, às técnicas (pós-)modernas de gestão do tempo, qualidade muito apreciada no contexto neoliberal, na incessante busca da produtividade, da eficácia/eficiência e do empreendedorismo de si. Porém, a análise também sinalizou o desejo de cuidar(-se) mais e melhor, sendo a boa gestão do tempo vista pelos professores como uma das formas de realizá-lo. Embora tais estratégias estejam permeadas de/por técnicas neoliberais de governamentalidade, visando, de diversas maneiras, a conduzir nossas condutas, não objetivamos criticá-las, apenas descortinar de que maneira o uso de técnicas de gestão do tempo, paradoxalmente necessárias para (con/sobre)viver no mundo contemporâneo, nos conduzem de forma sub-reptícia. Nesse contexto, o cuidado de si, como entendido por Michel Foucault, no sentido de invenção de novas formas de vida poderia emergir como possibilidade de produzir contracondutas, apostando na relação consigo como uma alternativa, uma forma de resistência diante do poder, cuidado este, por vezes, sufocado pela competitividade generalizada que nos governa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the neoliberal context, in which the culture of auditing and meritocracy and the logic of self-entrepreneurship prevail and in which education is understood as a commodity, there is malaise inside and outside teaching. In this scenario, this article aims to problematize the current neoliberal rationality inside and outside the classroom. This is a discursive analysis of the sayings by three higher education professors about care (of the self), based on Foucault's theoretical-analytical tools, with the aim of pointing out to what extent the effects of meaning of the subject's (self-)responsabilization for their choices emerge in their testimonies. The analysis leads us to the presence of modes of objectification, for example, to (post-) modern time management techniques, a very appreciated asset in the neoliberal context, in the endless pursuit of productivity, effectiveness/efficiency and self-entrepreneurship. However, the analysis also signaled the desire to take care of oneself more and better, with good time management being seen by the professors as one of the ways to achieve this. Although such strategies are permeated by neoliberal techniques of governmentality, aiming, in different ways, to conduct our conduct, we do not aim to criticize them, but only to reveal how the use of time management techniques, paradoxically necessary for surviving/living in the contemporary world, lead us surreptitiously. In this context, care of the self, as understood by Michel Foucault, in the sense of inventing new ways of life, could emerge as a possibility of producing counter-conducts, betting on the relationship with oneself as an alternative, a form of resistance in the face of power. This care which is sometimes suffocated by the generalized competitiveness that governs us.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Governamentalidade]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Cuidado de si]]></kwd>
<kwd lng="pt"><![CDATA[Contraconduta]]></kwd>
<kwd lng="pt"><![CDATA[Tempo]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Governmentality]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Care of yourself]]></kwd>
<kwd lng="en"><![CDATA[Counter-conduct]]></kwd>
<kwd lng="en"><![CDATA[Time]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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