A invenção da primeira infância e a constituição contemporânea das práticas de governamentalidade

• Autor(a) principal: Silva, Lenir Nascimento da
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14791
• topic: Early Childhood; Governmentality; Biopolitics; Early Childhood Education; Vulnerability; Primeira Infância; Governamentalidade; Educação Infantil; Vulnerabilidade; Educação; Infância; Educação de crianças; Biopolítica; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

In what historical moment, different periods of life and their names - baby, preschool, infant, and toddler - were homogenized in a single nickname? How was the early childhood (EC) invented? This thesis comes from medical experience and has the purpose of studying the practices and devices that establish the contemporary constitution of the biopolitics governmentality parameters, from the concept of EC. The research comes from a double annoyance: the perception of the idealization of the "early childhood" conception and the verification of their current uses as a paradigm. From the people who refer to the History in the event perspective, I accomplish the mapping and the genealogical analysis of documents that show the relationship between the notion of EC and governing practices. Under the inspiration of both the countless voices that echo from the text and the possible aesthetic, the work is written as a theatre play. Thereby, I outline five problematizing Acts of certain scenarios that pervade the establishment of children existences: biopolitics, phantasmagoric, warlike, multiple and of an illusion of future. I use two analyzers: the own experience and the foundation process of the public policy for the EC in Brazil. Thus, I spotlight as follows: the complexity of relational exercises and the foundations of the life knowledge regimes that are connected with the strategies of the power relations and with the subjectivity systems. In this way, I ascertain: the brain biological primacy implicated in the imposition of effective practices for individual improvement; the construction of power intervention priorities instigated by the extent of individual and collective misery, or by the vulnerability that exposes the child, the society and the State to the non-development risks; the consecutive use of educational institutions as safety strategies for the development and the maintenance of the production devices; the increasing number of human beings constituted unable to reach the normal range defined by the maintenance requirements of the liberal lifestyle, condemned to play the role of the social surplus at a very early age. These facts come from the expectations situation that produces the EC image as a symbol of interventions space: social, biological, economic and political conception that seeks to ensure a future more than perfect for our way of life. Far from objectify solutions to all questions arising from years of research, the argumentation opens the door to a new question: are we not making early childhood the scenario of a future illusion?