The idea of future and contemporary education

The project investigates, from a genealogical perspective, the connection between education, security and futurity. What are the implications involved in the changes of our experience of future, more and more marked by our ideas of risks and security, for modernity's project of progress and emancipation that has driven modern education? If the structure of educational institutions does not seem to have changed drastically, understanding of and discourses about practices have gained new meanings. The increasing knowledge built on calculations against the future justifies not only pedagogical programs, national reforms and surveillance schemes in schools, but also new educational ideals.

Will education leave behind the modern goal of building future as a time of alterity (Koselleck)? Will school, an institution that has traditionally been set up as one of the modern pillars of progress, be converted into a security technology, an important tool to minimize individual and collective threats? Is education progressively giving up its duty to construct an »open« (and uncertain) future?

In order to investigate security as a strong element in the contemporary education narratives, this project aims to a) contrast contemporary narratives about the future with modern narratives, analysing the ambivalence between fear of the future and hope for progress; b) research how education, particularly the school, can be seen as a modern technology, a temporal device that works in private life as well as in public life; c) trace the presence of security ideas in contemporary education narratives and discourses of international agencies and educational policies; d) identify and compare the presence of the ideas of security and risk in education policies in Germany and in Brazil.

Research Fellow of the Universidade de Brasilia 2017–2018
Head researcher(s): Cláudia Linhares Sanz