The foucaultian archaeogenealogical approach as methodological support in educational research

Abstract

To provide subsidies for educational research based on archaeogenealogy, it was sought through a literature review and academic production to introduce some theoretical-methodological paths. From the understanding of archaeogenealogy as the result of the miscegenation of the three theoretical moments of Foucault, the research found (two dissertations and a thesis) that used this approach was analyzed. It is concluded that archaeogenealogy offers a rich field of problematizations and that, although the researches have interpretative peculiarities of each author, they end up following a pattern evidenced by: a) construction of the archive, b) analysis of the operating devices and c) hypercriticism that can or not agreeing with the discursivities already put into practice, resulting in a problematizing production that also seeks, and mainly, to understand who is the subject produced by the discursive amalgam placed on screen. The text is an excerpt of a research that is being developed in relation to the contribution of the educational practices of educators in special education in times of pandemic to the Graduate Program in Science and Humanities Teaching at the Federal University of Amazonas-UFAM and that already has the approval of the Research Ethics Committee-CEP.