摘要：A society that is characterized by the expansion of control devices can generate different analyses about how these collaborate to produce ways of living that are put in circulation in the social sphere. The present article attempts to make the cartography of some changes that are being precipitated in different institutions, especially in school, once it comes out as an alive field to be explored and reinvented by their agents. The objective is to review the possibilities of implication with knowledge production and with the promotion of learning in contemporary schools. We use as a reference the context of the affective immaterial work, in which teacher's activities can be located, to investigate: How do the control devices appear in the educational context? How can we understand the affective relationships that are lived at the classroom in our days? Which are the new challenges for the teachers in this mutant context?
