From the disciplinary society to the teaching performance society

a critical analysis in the pandemic era

Abstract

This article addresses the transition from disciplinary societies, as analyzed by Michel Foucault, to the performance society described by Byung-Chul Han, with an emphasis on the implications for teaching work during the COVID-19 pandemic and its subsequent impacts. The study examines how contemporary educational demands intensified self-imposed pressure, performance demands, and emotional impacts among teachers. The research involved discussion groups with 40 professionals from the São Paulo State Network, including teachers and educational managers, conducted virtually between June and September 2021. The qualitative analysis was carried out using André's Prose Analysis (1983). The results reveal that the pandemic catalyzed dynamics of self-exploitation and internal surveillance, characteristic of the performance society. Teachers faced challenges such as accelerated adaptation to technologies, increased workload, and feelings of helplessness in the face of educational inequalities. These factors resulted in emotional exhaustion, anxiety, and psychological distress. The article highlights the need for emotional support and more sustainable conditions in the educational environment to mitigate the psychosocial impacts on educators.