Uma forma escolar de atenção

Abstract

This work focuses on observing the existence of a distinctly scholastic form of attention, which is the primary goal of education. It first presents a concept of what defines a school, suggesting that a school is a systematic exposure to the world centered on practicing a particular form of attention, characterized by being free, slow, and collective. Additionally, it examines how attention is treated as an economic problem in both school and daily life, seen as a productive resource. However, it seeks to understand its ontological role: paying attention to something gives it reality and meaning, something scarce in today's fragmented, homogenized, and virtualized world. The paper argues that there are predominant forms of attention in each era and society, forming an ontological regime that, in contemporary post-industrial existence, aligns with a programmatic logic where lives unfold according to the logic of programs. Considering the possibility that schools can foster a coherent relationship with digital technologies, it proposes a provisional morality for this approach, understanding the rapid changes but also the need for schools to respond to them. This morality emphasizes that school writings should remain untraceable by capitalist data collection platforms, that programming should be considered a subject of study, that school platforms should relate to time differently from the 24/7 availability experienced outside of them, and that schools should address the reduction of the pace and quantity of images used by advertising.