Exercer a docência inaciana na sociedade neoliberal: permanências, resistências e transformações nos documentos da Companhia de Jesus

Abstract

This research investigates the ways in which teaching is constituted in jesuit education based on documents produced by the Society of Jesus: Ratio Studiorum (1599), Nossos colégios hoje e amanhã (1980), Características da educação da Companhia de Jesus (1986) and Projeto Educativo Comum (2016). All documents presented were analyzed from the fields of Teaching Studies and Foucaultian Studies, under the lens of genealogy, understanding it as a perspective of analytical work and not as a method. To analyze the rationales that support the production of documents, support is sought in documental research and in the studies of Le Goff (1996); Veiga-Neto (2008, 2017); Locatelli (2010); Noguera-Ramírez (2011); Lopes (2012); Cellard (2014); France (2019). The studies by Fabris (2007); Dal’Igna (2011, 2014, 2020, 2021); Fabris and Dal’Igna (2013, 2017); Horn and Fabris (2018); Dal’Igna, Scherer and Silva (2018) are used as a theorethical-methodological framework. The categories organized to analyze the documents propose reflections on two modes of constitution of teaching: (1) management teaching, regulated by the business culture and by the imperative of centrality of learning; (2) ignatian teaching, which mobilizes self-care and the practice of freedom as principles to insist, resist and transform. These categories contribute to the problematization of some contemporary imperatives, which constitute certain ways of being a teacher, provoking to think in other ways, if not in a conception of saving life. As a result of this study, other ways of constituting and exercising teaching are presented, such as resistance to the rationalities of contemporary neoliberalism, based on Foucault’s (2004) concepts of the care of the self and the practice of freedom; in the essays by Sennett (2006; 2013) on the concept of craftsmanship; and in Dal’Igna reflections and propositions (2021) when thinking about teaching with pedagogical, ethical and political responsibility. As it is an education proposed by jesuits and made by ignatians, it is proposed the exercise of an ignatian teaching to position the self in neoliberal society, articulating tradition with innovation and mobilizing insistence, resistances and transformations.