Life practices and bio knowledge: keys to think resistances in the educational

Abstract

This article deals with exploring proposals to think about life as resistance, in the current context of educational excellence. For this purpose, a critique is made of the linear and binary rationalities that operate in the form of a single thought, and lead to reinforce a way of life - the neoliberal one. From there, it opens the way to approaches that support a perspective of life as resistance with authors such as Foucault (2012) and Deleuze (2008), with whom it is interesting to think about educational possibilities, together with the contributions emerging from bio-knowledge, as alternatives that distance themselves from the association between educational systems and devices of the art of government, posing the connection with vital practices as a way of displacing of such capture.

In this sense, is recognized in the biopedagogies, an alternative to stoke forms of learning in life and for life, linked to the dynamics of environments, in which emotion, pleasure, desire and solidarity, are conditions of possibility for the construction of singular life forms. One of these vital and singular practices is the relationship of the teacher with his own writing, writing of himself, while becoming forms of creative lives, which seeks to be proposed and explored as resistance in the current contexts of functionalization of "Educational Excellence", to prepare the competent man of the market.