Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships

Governmentality is a fertile concept for thinking about the operation of power, neoliberalism and subjectivations, both in the field of social sciences and educational philosophy. However, government dispositive do not operate as monolithic processes that flow directly from neoliberal policies to th...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Castro-Serrano, Borja, Garay, José Miguel
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
governmentality
subjectivation
pedagogical relations
affects
educational territory
gubernamentalidad
subjetivación
relaciones pedagógicas
afectos
territorio educativo
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16228
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-16228
record_format ojs
spelling I28-R262-article-162282025-11-26T19:57:32Z Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships Gubernamentalidad y territorios educativos: por una afectividad crítica en las relaciones pedagógicas Castro-Serrano, Borja Garay, José Miguel governmentality subjectivation pedagogical relations affects educational territory gubernamentalidad subjetivación relaciones pedagógicas afectos territorio educativo Governmentality is a fertile concept for thinking about the operation of power, neoliberalism and subjectivations, both in the field of social sciences and educational philosophy. However, government dispositive do not operate as monolithic processes that flow directly from neoliberal policies to the population. From a critical and situated philosophical perspective, the article proposes opening a theoretical-practical discussion to rearticulate and think of the educational territory as a space of affective variability. It is shown through concrete pedagogical practices that these dispositives are complex assemblages in everyday practice that are subtly and capillary modulated through an affective governmentality deployed by educational authority. In this tension of governmentality, the findings question classical perspectives of power in the pedagogical relations of the socio-educational sphere, indicating that there is a way of escape and flight from the subtle governmental affective modulations. By reconfiguring the territory and the school, a discussion opens on socio-educational interventions whose experimental materiality gives rise to new forms of pedagogical relationship in educational territories that are not imposed, but rather emerge from the interaction and rhythms of the affective and inventive practices of those who inhabit them. La gubernamentalidad es un concepto fértil para pensar la operación del poder, el neoliberalismo y las subjetivaciones, tanto en el ámbito de las ciencias sociales como de la filosofía educativa. Sin embargo, los dispositivos gubernamentales no operan como procesos monolíticos que fluyen directamente desde las políticas neoliberales hacia la población. Desde una perspectiva filosófica crítica y situada, el artículo propone abrir una discusión teórico-práctica para rearticular y pensar el territorio educativo como un espacio de variabilidad afectiva. Se muestra mediante prácticas pedagógicas concretas que estos dispositivos son ensamblajes complejos en la práctica cotidiana, modulados de manera sutil y capilar a través de una gubernamentalidad afectiva desplegada por la autoridad educativa. En esta tensión de la gubernamentalidad, los hallazgos cuestionan las perspectivas clásicas de poder en las relaciones pedagógicas de lo socioeducativo, señalando que existe una vía de escape y fuga a las sutiles modulaciones afectivas gubernamentales. Al reconfigurar el territorio y la escuela, se abre una discusión sobre intervenciones socioeducativas cuya materialidad experimental da lugar a nuevas formas de relación pedagógica en territorios educativos que no se imponen, sino que emergen de la interacción y ritmos de las prácticas afectivas e inventivas de quienes lo habitan. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16228 10.34096/iice.n57.16228 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16228/15302 Derechos de autor 2025 Revista del IICE https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic governmentality
subjectivation
pedagogical relations
affects
educational territory
gubernamentalidad
subjetivación
relaciones pedagógicas
afectos
territorio educativo
spellingShingle governmentality
subjectivation
pedagogical relations
affects
educational territory
gubernamentalidad
subjetivación
relaciones pedagógicas
afectos
territorio educativo
Castro-Serrano, Borja
Garay, José Miguel
Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships
topic_facet governmentality
subjectivation
pedagogical relations
affects
educational territory
gubernamentalidad
subjetivación
relaciones pedagógicas
afectos
territorio educativo
author Castro-Serrano, Borja
Garay, José Miguel
author_facet Castro-Serrano, Borja
Garay, José Miguel
author_sort Castro-Serrano, Borja
title Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships
title_short Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships
title_full Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships
title_fullStr Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships
title_full_unstemmed Governmentality and Educational Territories: Toward a Critical Affectivity in Pedagogical Relationships
title_sort governmentality and educational territories: toward a critical affectivity in pedagogical relationships
description Governmentality is a fertile concept for thinking about the operation of power, neoliberalism and subjectivations, both in the field of social sciences and educational philosophy. However, government dispositive do not operate as monolithic processes that flow directly from neoliberal policies to the population. From a critical and situated philosophical perspective, the article proposes opening a theoretical-practical discussion to rearticulate and think of the educational territory as a space of affective variability. It is shown through concrete pedagogical practices that these dispositives are complex assemblages in everyday practice that are subtly and capillary modulated through an affective governmentality deployed by educational authority. In this tension of governmentality, the findings question classical perspectives of power in the pedagogical relations of the socio-educational sphere, indicating that there is a way of escape and flight from the subtle governmental affective modulations. By reconfiguring the territory and the school, a discussion opens on socio-educational interventions whose experimental materiality gives rise to new forms of pedagogical relationship in educational territories that are not imposed, but rather emerge from the interaction and rhythms of the affective and inventive practices of those who inhabit them.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16228
work_keys_str_mv AT castroserranoborja governmentalityandeducationalterritoriestowardacriticalaffectivityinpedagogicalrelationships
AT garayjosemiguel governmentalityandeducationalterritoriestowardacriticalaffectivityinpedagogicalrelationships
AT castroserranoborja gubernamentalidadyterritorioseducativosporunaafectividadcriticaenlasrelacionespedagogicas
AT garayjosemiguel gubernamentalidadyterritorioseducativosporunaafectividadcriticaenlasrelacionespedagogicas
first_indexed 2025-10-13T05:02:22Z
last_indexed 2025-12-13T05:00:59Z
_version_ 1851367944786804736

Ejemplares similares