IN DEFENCE OF THE SCHOOL AGAINST THE PEDAGOGICAL DISPOSITIVE: THE PLACE OF EXPERIMENTUM SCHOLAE TO REACH OTHER COLLECTIVE EQUIPMENT

Abstract

The school must be defended. From what? From who? In this text, we will start from the notion of "pedagogical dispositive", elaborated by the French philosopher Rene Scherer, to make of the school the main combatant against the form that it herself assumed institutionally in the modernity, catalyzed by this dispositive. In 1974 Scherer's work argued that is not enough criticism to school, nether the projects of "deschooling society" (Illich), because what is working in our time is an intricate "pedagogical ideology". It is this ideology that must be fought. After the work of Foucault, who introduced the concept of dispositive, Scherer came to discuss that issue in terms of a "pedagogical dispositive" that colonizes our society in terms of an integral pedagogization toward what Ranciere called a 'pedagogized society. The fight then is directed against this dispositive that pedagogizes, preventing self-formation processes. After elucidating the concept of pedagogical dispositive, we will seek in the guattarian notion of "collective equipment" possibilities of rethinking the school as a war machine actioning against the pedagogical dispositive. Although the school is entangled by the pedagogical dispositive making itself a collective equipment, the collective equipment can be thought of another way, aiming to defend the school from the 'pedagogical dispositive." In the end, it is about defending the school as an experience of other collective equipment, such as well an experimentum scholae.