PEDAGOGY OF EMBARRASSMENT

Abstract

This paper analyzes the conceptual proposal of the "Pedagogy of Coercion," investigating how contemporary educational practices transcend the formal school environment to act as mechanisms of social control, oppression, and political submission. The study aims to reflect on how the State articulates a vertical power structure that delegates to the private and family sphere the responsibility for maintaining public order through a coercive morality, converting the act of educating into what Paulo Freire classified as "banking education." Methodologically, the research is characterized as a qualitative literature review, grounded in the theoretical dialogue between Libâneo, Paulo Freire, Michel Foucault, Hannah Arendt, and authors of the decolonial turn. The results indicate that the genesis of coercion resides in the domestic environment under the aegis of patriarchal logic, symbolized by the "intimidating gaze," which prepares the individual for submission to public authorities. When this spills over into the collective space, society begins to operate using constant surveillance and the public exposure of individual failure to ensure the docility of bodies and the maintenance of the status quo. It is concluded that overcoming this colonial and authoritarian legacy requires redefining the role of the State and deconstructing coercion as an educational method, replacing the culture of punishment with a liberating pedagogy based on dialogue, otherness, and the construction of autonomous subjects.