A educação escolar como arte de governamento do desejo e da diferença

This text is the result of research that had three objectives:map statements about the relationship between difference and school education in documents that standardize and/or guide it; Analyze the mapped statements and the discursive formation they configure; To problematize the insertion and biopolitical use of this discursive formation in contemporary school curricula. To select documents and map statements, cartography was used, inspired by the principles of the deleuzeguattarian rhizome. The corpushas forty-eight documents, international and national, related to difference and/or education or both. Archaeogenealogy was used for the analyses. The statements mapped were: Human, Equality-Equity, Tolerance, Diversity-Difference, Inclusion, Freedom, Democracy, Citizenship and School education. Eightconditions for the possibility of the emergence of these statements were described: Postmodernism/Postmodernity, Founding of the UN, Promulgation of the Universal Declaration of Human Rights, Social welfare state (Keynesianism), Struggles of demanding and/or contestatory social movements, Expansion and acceleration of globalization, Expansion of the liberal democracy model, Redemocratization of Brazil and promulgation of the 1988 Federal Constitution. We argue that the engendering of an art of governing desire and difference is underway at a global level, because, when crossing school curricula, discursive formation, configured by mapped statements, represses desire under subjectivities and reduces difference to diversity, enabling the simultaneous governance of desire and difference via school education. Este texto resulta de uma pesquisa que partiu dosobjetivos: mapear enunciados sobre a relação entre diferença e educação escolar em documentos que a normatizam e/ou orientam; analisar os enunciados mapeados e a formação discursiva que configuram; problematizar a inserção e o uso biopolítico dessa formação discursiva nos currículos escolares contemporâneos. Para selecionar os documentos e mapear enunciados,foi utilizadaa cartografia, inspirada nos princípios do rizoma deleuzeguattariano. O corpustem quarenta e oito documentos, internacionais e nacionais, relacionados à diferença e/ou à educação ou a ambas. Para as análises,foi utilizadaa arqueogenealogia. Os enunciados mapeados foram: humano, igualdade-equidade, tolerância, diversidade-diferença, inclusão, liberdade, democracia, cidadania e educação escolar. Foram descritas oito condições de possibilidade de em