Thinking objects in teaching by means of Foucault's studies

Abstract

This article aims to show how the studies of Michel Foucault, taken as a theoretical and methodological principles can help to understand the ways in which objects have been thought in the discourses setting out its importance in education, considering the relationship between power and knowledge that permeate these discourses. Seeking to achieve this goal, we discuss in this paper some concepts handled by Michel Foucault, relating them to the central focus of our studies: the use of objects in the classroom, and the thinking around this use, considering both the old and the new technologies, which they enter the school environment from the concern with the quality and innovation of school practices. By the results and discussion, highlighting the discourses, we see the need to consider the diversity of the same, where they are produced, the situational contexts in which they are born, the people who produce them, and the "truths" that are built in around that object and its use. The approach of the theoretical reference to the object of our study allows us to observe that the introduction of any technology in school should be discussed also in the context of discourses that legitimize their use, and the way they are appropriate for school subject.