Abstract

The present study analyzes the role of education, and particularly of school, as an institution that produces subjectivity within the disciplinary societies’ framework of the nineteenth century, reflecting on how this role has been modified with transformations of the second half of the twentieth century that gave way to the societies of management or control. In the first part, a brief historical path is presented, taking into account Foucault’s theory to visualize how school was constituted as a organism that had the purpose of producing a certain type of subjectivity in an era marked by a series of government technologies that sought to conduct and manage people’s behavior. The way this logic of exercise of power was transformed after World War II and the structural changes that emerged thereafter, originating new technologies of government and a logic of individual’s responsibility linked to the notion of governmentality -which will imply the development of another type of subjectivity by school, is analyzed. Finally, a reflection is presented on how, starting from these changes, school management paradigm emerges as a tool to carry out efficiently educational processes under the rhetoric of school autonomy within neoliberal management societies, highlighting some critical and reflective contributions on what the school can produce despite this competitive logic.