Campus Guarulhos • Escola de Filosofia, Letras e Ciências Humanas
Postgraduate Program in Education

Alexandre Filordi de Carvalho

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Alexandre Filordi de Carvalho is a Ph.D. in Philosophy from the University of São Paulo (USP) and in Education from the State University of Campinas (UNICAMP) and developed post-doctoral research at the State University of Campinas (UNICAMP) and at the Complutense University of Madrid (UCM). Based on the emphasis on the thinking of Michel Foucault and Félix Guattari, he researches and teaches in the Fundamentals of Education, especially in the Philosophy of Education aspect, focused on thinking about differences, subjectivation processes, and inclusion in the field of education. In addition to publications in specialized magazines and book chapters, the following works stand out: Foucault and the role-educator (Unijuí); the co-organization of Rethinking Education: 40 years after Discipline and Punish (Physics Bookstore) and Philosophy and Education in the Contemporary World (Humanitas), as well as the organization of dossiers: Foucault and education: it is necessary to think and act in other ways ( ETD Magazine), Didactics for differences (Revista Pro-Posições); It is necessary to defend the school ( ETD Magazine).

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Education is a core element of a human being’s constitution and comprises the social formation processes involved in gaining access to a group’s culture and to ways of being, acting and reflecting. Educational processes and practices occur intentionally or not in different socialization settings. Education happens in relationships between human beings with the goal of forming individuals and it is tied to the civilization process. Starting at the modern era, schools have concentrated the social responsibility to form subjects so as to ensure their participation in the productive system as well as in public life. Educational action presupposes a specific set of conceptions about what is to be human, and such conceptions vary according to social and historical contexts. Education is also related to culture, to values shared by human groups and communities. Education transmits, perpetuates and changes the human experience of culture through the teaching and learning relationship.

Concentration 1:  Education, Inequality, Difference and Inclusion

Research projects developed in this concentration focus on the singular and collective aspects of the configuration of subjects involved in a broad variety of educational contexts, especially students, teachers and family members facing the challenges of inclusive educational practices and affirmative action. We work towards constantly denaturalizing personal and collective asymmetries in order to shed light on how the very same dynamics that constitute students also determine “non-students”. We focus primarily on subjects who are permanently discredited, seen as unfit for/unable to manage institutional socialization. Those subjects express untamed, irrepressible aspects of human nature and pose a challenge to the enlightenment process, thereby exposing its frailty. The experience of diversity in school education is permeated by performance evaluations and by a partiality towards intellectual and bodily achievements that stems from our society’s ideal of a productive and competitive man. Therefore, this degree concentration focuses on the social construction of difference, normalizations and norms, but also on exclusionary dynamics, on conduct strategies and on the production of differences and singularities, including those related to ethnicity/race and gender. Studies developed in this concentration may approach human diversity using the analytical toolsets from Anthropology, Sociology, Philosophy, Historic-Cultural Psychology and Critical Theory, thus employing theoretical approaches that acknowledge inequality and difference as a core element of the production of social controls and violence that takes on various and complex forms. As a counterpoint to such controls, this degree concentration calls upon the body of knowledge on the construction mechanisms of difference-based individual and collective identities. We also seek to identify the power and knowledge relationships present in the processes that award certain groups the argumentative and prescriptive authority to define “the difference of the diverse” and institutionalize practices and knowledges that reduce the impact of inclusive action by means of strategies that pathologize certain behaviors and categorize certain bodily configurations and intellectual particularities as “less-than”. Therefore, this degree concentration gathers analytical efforts to understand the mechanisms of social and personal disadvantages present in educational inclusion processes, trying to identify in each case the specificities of the mutual dependence between social production of inequality and the configuration of individual diversity.


Alexandre Filordi de Carvalho
Daniel Revah
Daniela Finco

Edna Martins
Ellen Gonzaga Lima Souza

Marcos Cezar de Freitas 
Marian Ávila de Lima e Dias

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