“Quem poderá normatizar a criança?” : o que diz a psicologia sobre infância, sexualidade, gênero e desenvolvimento em cursos de licenciatura e de formação de psicólogo/a

• Autor(a) principal: Andrade, Hugo Higino Perez de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2831
• topic: Infância; Sexualidade; Gênero; Psicologia do desenvolvimento; Educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Childhood; Sexuality; Genre; Developmental psychology; Education

Childhood has occupied significant spaces in the process of producing knowledge about the subject. Yet, even with such importance, childhood has always occupied a place of invisibility and erasure. Even after the conception of childhood is created, children constantly suffer violations from adults. At the present time, reflections of such a process of erasure directly affect how childhood time is lived and meaning by children. The notions of "incapacity" and "inability", which are attributed to him, are configured as devices of power, which arrange infant bodies to be subjugated to discourses of the rational adult world produced in modernity. Along with the notion of unfinished, the discourse of sacredness and purity of children is engendered. This conception creates a discourse that erases the sexuality of the child development process, defining it as a human dimension only in adult life. Throughout this process, Psychology, as a human science and therefore as a device of know-power, acted as a mechanism for legitimizing and mediating educational practices that strengthen this logic of (non)place and purity, which circumscribes the childhood. In order to understand the formulation and the implications of the psychological discourse on child sexuality in the context of the formation of teachers and psychologists, this research, developed within the framework of the research line "Childhood, Youth and Culture The aim of this study is to analyze the discursive production produced by psychology at the Federal University of Mato Grosso, Câmpus de Cuiabá, through the analysis of the "Contemporary, rights, policies and diversity" and the Research Group "Childhood, Youth and Contemporary Culture" (GEIJC) discursive study of the teaching plans of the disciplines of Psychology of Education, for the undergraduate courses, and of the teaching plans of the disciplines of developmental psychology, for the Psychology Course, as well as the interviews with four teachers responsible for these disciplines. The research was based on theorists and studies, such as: Michel Foucault (2006, 2010), when working the body and sexuality in its discursive dimension; Le Breton (2013), when treating the body as a symbolic construction; the feminist studies of Haraway (1995), in problematizing the dichotomies between nature and culture; the studies on gender of Judith Butler (2015). As a theoretical-methodological reference, the research was anchored in Bakhtin's theory of enunciation (1992) and in the notion of partial knowledge of Haraway (1995). As a temporary cut, we work with the teaching plans in force in the 2016 school year. The interviews were made with teachers responsible for the disciplines mentioned above, being two / two contractors and two / two effective. Analyzing the discourses in the teaching plans, one can see that most of these carry contexts of a modern ideology, which separates the body from reason and makes the human a productive machine of capital. Childhood is placed in the place of negative, of abjection. It is only defined as the time of "becoming", making it impossible to have a more concrete experience of existing in the present time. Of course, in the midst of this whole context, it is possible to observe an attempt to visibility the issues of diversity in childhood, however very timidly.