THE SECONDARY SCHOOLING ARTICULATION WITH HIGHER EDUCATION, AN ANALYSIS FROM THE DISPOSITIVE CONCEPT

Abstract

This analysis was made taking into account the third dimension of the dispositive related to subjectivation^[1] described by Deleuze (1990). From this is possible to find gaps that allow us to think in establishing a new kind of orientations both in governmental guidelines as in political institutional practices.

According to this, it was executed an archeological and genealogical study that permits to identify five cores of reflection and criticism in the educative policy implementation in relation to subjectivities setting-up. Among which there are the tension between the policy raisings and its approach to job education and employability; its running as an apparatus capture; the evident conflict of the statements among the concepts of competences and abilities and the explicit proposal of one kind of a life education according to human capital formation and the educative articulation.

^[1] According to Deleuze and considering Michel Focault’s philosophy, a dispositive implies three dimensions. These are referred to knowledge and power firstly; two dimensions enunciated in this research in relation to articulation policy dispositive of secondary and higher education. Likewise, this work aims to analyze how these dimensions have a probable influence in the subjectivity setting-up, which permit to analyze the dispositive third dimension referred by Deleuze as “(…) creepage. It escapes from the former dimensions, escapes. The self is neither knowledge nor a power. It is an individualization process that has to do with groups and people and that is subtracted to power relations established as constituted knowledge: a kind of appraisal.” (Deleuze, Michael Focault philosopher, 1990, pág. 157)