Knowledge-power Relationship Research Articles

DIFFERENCE AND EROTICISM IN MOVEMENT EXPERIENCES ON PHYSICAL EDUCATION

This article explores issues related to the knowledge-power relationships that sustain the dynamics of production of markers of social differentiation. By exploring literature that deals with the devices of knowledge-power and differentiation, the article explores situations that focus on the markers gender and sexuality, problematizing their crossings in Physical Education. The proposed analysis signals effects of the dynamics of production of differences in the modes of experiencing of bodies and movements in competence practices of Physical Education, as well as eroticism as a tool to approach this dynamic. Thus, the study aims to stimulate reflections focused on the problematization of interventional actions that propose to question the markers of difference in Physical Education, arguing for attention to not reinforcing the pattern of power they question and for the articulation with specificities of the practices in which it intervenes.

Bio-Power of Covid-19: Locating the Transform Ability of Bangladeshi Social Narratives by the Archaeology of Pandemics

This study examines the transform ability of social narratives through the archaeology of pandemics. The dynamics of knowledge-power relationship surrounding COVID-19 as an infectious disease, influenced individual bodies through the enactment of strict laws. Furthermore, this leverage shaped societal narratives through fear amidst crisis by challenging conventional norms. In-depth observation, close-ended one-to-one friendly chatting, and archival documents were used to collect the analytical data. Foucauldian idea of the archaeology of knowledge, sexuality and Agamben’s position ality on bio-power, were all extensively recycled to analyse the normative transfer ability of narratives due to the pandemic bio-power dimension. This research found that the understanding of the transform ability of social narratives has changed due to the hegemonic normative power of acceptance by self-reflexivity on memory journey and living self-experiences.

Pre-Truth: Fake News, Semiological Guerrilla Warfare, and Some Other Media and Communication “Revolutions”

In this article, I will work on the idea of Pre-Truth (as opposed to post-truth) and Semiological Guerrilla (as opposed to fake news), claiming that these two concepts are better equipped to explain what is happening in our contemporary societies, especially if we take into account the world of media and communication. In the first part of the article, I will frame the problems of fake news and post-truth within the dynamics characterizing the relationships between knowledge and power. Taking into account Foucault and Latour’s perspectives, I argue that the problem of fake news can be understood as a new kind of relationship between these two instances, previously stably coupled and in the hands of institutional power. Later, I will deal with three different meanings of “fake news,” that are usually blended and confused: (a) serendipity, (b) false belief, and (c) mendacity. Consequently, I will deal with the problem of “Semiological Guerrilla Warfare,” arguing that the new shape of the “knowledge-power relationship” rendered alternative and non-institutionally certified interpretations the norm. Eventually, I will identify the deep cause of this effect in the machinic production of documents provided by new technologies, causing a return of the medieval sense of “truth” as “trust,” independent from knowledge and strictly related to anecdotes and personal experiences. Finally, I will work on the concept of “truth” connected to technology, trying to reveal its genealogy with the aim of explaining some misleading contemporary beliefs on “post-truth.”

From Resistance to Co-Management?: Rethinking Scientization in the Contestation of the Technosciences

Since the critique of science movements emerged in the 1970s, knowledge-power relationships in the technosciences have changed significantly. The mobilizations both of scientists to produce science for the people and of lay producers of knowledge and expertise have helped to remedy the perceived deficits of official science. STS research to date has abundantly and rather enthusiastically examined the forms and conditions of production of this critical, dissident, alternative knowledge, but few studies have looked at how scientific and political elites react to and engage with such knowledge-based mobilizations. Focusing on ways of governing techno-criticism, this article aims to contribute to filling this gap. It investigates the innovative capacity of social movements and public authorities as well as their capacity for renewal and ability to shift power relations in their favor, including in the inevitable crisis and scandal situations. Drawing on empirical evidence from a long-term sociohistorical study of the contestations over French nuclear complexes, I propose an analytical framework that distinguishes four historically situated modes of managing scientifically informed contestations of the technosciences. I conclude that scientized or expert activism can be most effective, including within top-down participatory settings, if it is accompanied by oppositional protest and even radical criticism.

Practices used by a home care team: implications for caregivers.

to analyze the practices of a home care team and their implications for caregivers' performance. qualitative study with data obtained from observation of 21 users, 30 caregivers and 6 professionals from the home health care service in a municipality in Minas Gerais, from February to June 2018. The material was analyzed from the perspective of discourse analysis according to Michel Foucault. team interference upon caregivers is exercised by disciplinary practices and prescriptive, authoritative and surveilling behaviors. The team's knowledge-power relationship determines caregivers' acceptance through convincing or through difficulty of understanding assigned orientations. Educational practices would enable caregivers to be constituted as active, participative, empowered and reflective subjects. team practices interfere with caregivers' ways of acting and being and they have implications in objectification and subjectification processes.

Cuidado de enfermagem na relação saber/poder e sexualidade junto a juventude escolar via "<i>web<i>"rádio

Objetivo: descrever a experiência de pós-graduandas de enfermagem sobre a sexualidade e a relação saber-poder junto à juventude escolar via WebRádio. Método: a experiência emergiu na disciplina de “Micropolítica”, realizada no primeiro semestre de 2016, em articulação ao referencial teórico-filosófico Saber/Poder de Foucault e a temática da sexualidade. Resultados: na vivência é visto que a escola e o setor saúde se configuram como espaços de resistência. Há ausência de discurso professor(a)/enfermeiro(a)/juventude sobre a sexualidade. Culminou-se que o dispositivo de cuidado em saúde WebRádio é uma rede interdiscursiva, com envolvimento das singularidades, proporcionando práticas de cuidado junto à juventude. Considerações finais: A enfermagem, nesse cenário escolar, amplia sua autonomia de cuidado junto à juventude na construção de saberes interdiscursivos.

Pilfering and the Tasman World: Convict Commerce and the ‘Securitisation’ of Space in Early Colonial Sydney

ABSTRACTTransported from Great Britain across the Anglosphere and into the fledgling commercial centres of the Tasman world, larceny was a way of life for most colonists and not easily contained. The porousness of Sydney’s urban and rural landscapes was an additional provocation for the period’s criminal population to continue pilfering goods, to embezzle and abscond. The following account describes the spatial dimensions of pilfering’s relation to colonial power giving rise to more and higher walls around manufactories, worksite-based labour management practices, and intensified surveillance nearly everywhere. Sydney’s built environment evolved to incorporate functional responses to the deprivations of systemic thievery, although the building outcomes were only partly determined by panoptical planning because period understanding of property crime and how it might be prevented was also changing. The colonial architecture was productive of knowledge-power relationships serving to define labour and labouring subjects in novel ways. These contributed to an “aesthetics of pilfering” whereby the perception of thieving acts was contextualised relative to a new moral compass, oriented to detect varied classes of perpetrators, settings, and stolen goods.

“Sobre a sua buceta, responda…”: escolas e constituição de sujeitos em meio a jogos de poder

Resumo O que pode uma pergunta sobre a sexualidade na escola? Quais os seus efeitos em uma professora, nos alunos e nas demais pessoas da comunidade escolar? Essas são algumas questões que norteiam este artigo interessado nas relações entre os saberes, sua constituição histórica na construção da sexualidade e as subjetividades. Não sendo esperadas em uma sala de aula, as perguntas sobre a genitália feminina extrapolaram este espaço, nos convidando a pensar os efeitos do dispositivo da sexualidade nos sujeitos e seus atravessamentos com as relações de saber-poder. Neste sentido, trabalhando com a perspectiva foucaultiana de análise, o conceito de acontecimento é o foco da problematização deste artigo.

Germany and the Ottoman Railways: Art, Empire, and Infrastructure

In this book Peter H. Christensen embarks on an ambitious and creative study of the railways of the Ottoman Empire (1868–1918); those which were constructed by German builders, the central role being played by the German engineer rather than the financier. Usually the Orient (Balkan), Anatolian-Baghdad and Hedjaz railways have been separate studies’ foci due to their different financing and owners, but it makes sense to combine them like this. Christensen’s main search is for the knowledge that brought about the realization of the railway as well as the types of knowledge produced by the railway itself. He engages this railway-related knowledge both as independent of, and as informed by, the orientalist knowledge-power relationship. Inspired by the spatial turn, the railway is considered as a monolithic body, a German-Ottoman constructed continuous transcontinental space starting in the fringes of the Germany-allied Austria-Hungary, reaching all the way to Medina and Baghdad. Christensen maintains that this space emitted a different character than either Germany or the Ottoman Empire, yet had manifestations of both (not reducible to hybridity). The railway was a site of ad hoc creative solutions, observed realities and differences, and has had reverberations until today.

Sentidos produzidos na escola pública: culpabilização individual e possibilidades de transformação

O objetivo deste artigo é refletir sobre o tema da culpabilização do indivíduo por seu próprio fracasso no âmbito escolar, entendendo o sentimento de culpa como produto da sociedade ocidental. A partir da análise dos discursos de profissionais e estudantes de uma escola pública do Estado de Minas Gerais, buscou-se compreender os sentidos produzidos por estes sujeitos, as possibilidades de ruptura com sentidos hegemônicos, bem como a produção de outros sentidos. A metodologia consistiu em um estudo qualitativo e interdisciplinar, abrangendo discussões nas áreas da Psicologia Escolar e Educacional Crítica, da Psicologia Social Crítica, da Pesquisa Etnográfica, da Análise do Discurso (AD) de linha francesa e das teorias do filósofo Michel Foucault sobre o discurso, o sujeito e a relação saber-poder. O estudo revelou que a lógica escolar tem gerado sofrimento e alienação dos sujeitos, sem que haja uma reflexão mais ampla sobre os determinantes sociais. Há, porém, pontos de deriva possíveis, que podem apontar rupturas com o discurso hegemônico.

LITERATURA, EDUCAÇÃO E ALTERIDADE - A ESCRITURA COMO EXPERIÊNCIA DE FORMAÇÃO

This article's research object is relationship between and education. Our position of teacher-researcher is one that authorizes us to collect testimonies of teaching experience, as well as extract interrogative elements from all of margins, challenging us to think about power of encounter between the aesthetic experience of literature and discourse. Some studies have pointed us to intriguing relationship between and education inviting protagonists and viewers of everyday school scene to begin with other modes of existence, thus producing a repositioning of narratives and enunciation of discourses that constitute them. In company of authors such as Giorgio Agambem, Walter Benjamin, Clarice Lispector and Roland Barthes, we challenge ourselves to explore topics such as language, childhood and otherness that push us to think of symbolic framing of existential experience through literature. We assume a pure commitment to place of educational development in our research, understanding it as a continuous and uninterrupted work on oneself, effect of a certain language of creation, a poetic writing. Our hypothesis is that presence of in school setting serves to decenter role of teacher, applying important modifications that alter contours that form supposed pedagogical stance invested in knowledge-power relationship. We are led to believe that when we open ourselves up to practices of writing, reading and storytelling happens (to us) and this something brings important contributions to remaking contours of pedagogical field we are inserted in.

Desafios da profissão docente na contemporaneidade ou em busca da formação autônoma

The objective of this work is to discuss, based on the philosophy, the challenges of the teaching profession today, regarding the necessity of forming critical students. To this end, we present some characteristics of the contemporary subject as well as the concept of critique postulated by Foucault. Finally, we discuss about the possibility of thinking of a formation in which students can, in fact, legitimate truths through the knowledge-power relationship.

Towards pragmatic, ecological and political app roaches to expertise

The article offers a retrospective look at the study and sociological critique of expertise. The research has focused on its role in society, its legitimacy and its links to academic knowledge. As its legitimacy and credibility have been challenged by controversy and the issue of conflict of interest, the research was interested in its relationship to the functioning of politics and markets, as well as how to become an expert and the practice of expertise in the situation. Expertise is then studied as a social practice that combines know-how, understanding and assembling to reveal a problematic situation. The article gives an account of the constitution of two research orientations: one deals with the joint constitution of the statements and the infrastructures on which their creation is based; the other qualifies the situations in which ordinary knowledge is not sufficient to form a judgment or find a solution. It also deals with the transformations of the places of expertise (the emergence of think tanks in particular) and their practices (in particular the system of check and balance and advocacy), as well as policies (technical democratization) and forms of expertise management. The text aims to decentralise the way in which expertise has been seen to be owned by scientists. Instead, it proposes a reconstitution of relations and transfers of knowledge between the academic and "profane" (non-expert) worlds, between society and its respective authorities. The article advocates a pragmatic, ecological and political approach to expertise. Viewing expertise from a pragmatic approach, the heterogeneity of practices, the transformation of the knowledge-power relationship, in which the generation of knowledge is related to the inclusion of different groups of experts and the generation of new relationships, should be studied. The ecological approach describes the mechanisms of expertise and its governance and the construction of spaces for dialogue, resulting in the consolidation of expert knowledge in different problem situations. Finally, the text gives us a look at the modes of existence of the politics of expertise, its institutional and performative dimension, and its regulation. Therefore, the article suggests studying the devices of expertise and the perspectives that the actors deploy as experts.

História do cuidado à mulher na Maternidade Carmela Dutra, Florianópolis-SC, Brasil (1956-2001)

Este estudo objetivou analisar as práticas de cuidado desenvolvidas pelas enfermeiras à mulher na Maternidade Carmela Dutra, de Florianópolis, Santa Catarina, no período de 1956 a 2001. Pesquisa qualitativa com abordagem sócio-histórica. Foram entrevistadas nove enfermeiras, utilizando-se a técnica de História Oral Temática. Os dados foram categorizados utilizando-se análise de conteúdo temática, com base no referencial foucaultiano. Emergiram quatro categorias: Contexto da Maternidade; Práticas de cuidado à mulher na admissão; Práticas de cuidado à mulher no parto e Práticas de cuidado à mulher no puerpério. Concluiu-se que o cuidado prestado à mulher na maternidade foi exercido por religiosas e parteiras, por enfermeiras leigas e por enfermeiras obstétricas, numa trajetória que vai do cuidado laico ao profissional, entrelaçado por relações de saber-poder demarcadas por lutas e resistências ao poder médico hegemônico da época.

Protective coping: a grounded theory of educative interactions in palliative care nursing

The development of a workable caring partnership in palliative care between the nurse, patient and informal carer is contingent upon the nurse's use of effective interactions that will not only inform, but also help individuals to work towards common beneficial goals. This article summarizes a research project undertaken in Western Australia, which examined the symbolic nature and characteristics of educative interactions. Their therapeutic value was interpreted in order to construct a theory, which in turn, explained their function. Protective coping, which deals with overcoming or minimizing stressors to the individual, has been identified as a basic social interactional process that is fundamental to the optimization of patients' well being during terminal illness care. An understanding of the knowledge-power relationship in palliative care is crucial if subsequent educative outcomes are to be positively influenced.

Parallel and divergent landscapes: cultural encounters in the ethnographic space of Tuareg medicine.

This essay explores the dialogue between the local quest for healing and the anthropological quest for healing knowledge, and local assessments of knowledge-power relationships in these processes. The context is medical discourse among the Tuareg of Niger Republic, West Africa, and my research experiences among these people. I examine local medical specialists and their traditional and changing practice in terms of how they perceive and respond to wider knowledge and power systems that impinge on local health care. Paramount in these systems are central state policies and medical anthropological research on healing, as these intersect in a postcolonial and post-separatist/rebellion setting. The essay analyzes parallels between the exchange of medicine and the exchange of knowledge and reflects upon how anthropological knowledge of African healing systems is constructed in an environment highly charged with power and danger--of political violence and economic crisis. The broader issue addressed here is how to give greater empowerment to local residents' voices in their "indigenous critique" of the medical anthropological project.