(Sobre)Viver nas fissuras dos regimes discursivos: microrresistências de formadores de docentes em torno da (des)continuidade do curso de Letras na UEG – UnU Porangatu

Abstract

This dissertation investigates the micro-resistances of teachers in the Letras course at the Unidade Universitária de Porangatu of the Universidade Estadual de Goiás (UEG), with the aim of understanding the everyday practices that emerge in response to the policies of precarization and rationalization that affect teacher education in the degree programs. The research draws on the concepts of resistance and power by Michel Foucault (2023), who views resistance as inherent to power relations, not as a mere negation, but as a form of confrontation that emerges within structures of domination. The study uses a qualitative methodology, with an ethnographic approach, relying primarily on reflective diaries and conversations with faculty members of the institution. Additionally, it builds on the concepts of educational public policies and analyzes how power structures and neoliberal policies impact higher education, as discussed by Libâneo, Oliveira, and Toschi (2012) and Araújo (2021). The results of the research reveal that, although UEG faces structural and financial challenges, the faculty in the Letras course develop resistance practices that, though everyday and sometimes imperceptible, are essential for maintaining the course and affirming a socially engaged, critical educational project. By resisting institutional norms, these faculty not only ensure the continuity of the course but also reaffirm the public university's commitment to social transformation, as advocated by Moita-Lopes (2008). The identified micro-resistances, such as the creation of support networks, the active recruitment of students, and the reinvention of extension practices, are acts of freedom that challenge the neoliberal logic of control and productivity that permeates public universities. The analysis of teaching practices also reveals the presence of neoliberal governmentality, as described by Foucault (2023), which seeks to transform individuals into “entrepreneurs of themselves” through the precarization of working conditions. Resistance, in this context, is not only expressed through explicit contestation of norms but also in the creation of alternatives for the continuity and strengthening of critical education. The research concludes that micro-resistances in teaching not only denounce the effects of the precarization of public higher education but also produce collective knowledge that ensures the continuity of an educational project committed to the formation of socially engaged, critical citizens.