Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/19197 |
Resumo: | The modes of thinking and producing childhood in school were the subjects that motivated this master’s thesis research, which sought to problematize the effects of linking Special Education practices to Early Childhood Education to produce childhood, considering the expansion of school attendance policy to the age of four. For that, nine (9) Special Education teachers from Santa Maria/RS, Brazil, who articulate their practices with Early Childhood Education were invited to think about childhood production and its practices in this scenario. Based on post-structuralist studies, especially in Michel Foucault studies about discourse, understanding it as a practice that produces subjects, truths and, therefore, realities, I sought to understand what childhood is being produced. From Special Education teachers’ perspective, I was able to highlight that the discourses produced in the articulation of the investigated practices operate as a biopolitical governmentality strategy for capturing childhood in advance and producing a way of being from an ideal of normality, as risk management practice. I noticed that this mode of childhood production started to establish the processes of government in school, in the articulation of Special Education practices in Early Childhood Education and in families, producing, as an effect, a child subjectivity that made it possible to create a way of being to childhood: the deficient childhood. In this context, I visualized two inseparable perspectives that think the modes of being to childhood that produce as an effect, a way of thinking childhood from the naturalization of the normalization practices put in operation by the Special Education and determined by the will to know and the will of truth about childhood. On the other hand, but not the opposite, a potent resistance movement that thinks childhood from another place, that sought to denaturalize the static, universal and essentialist definitions of human development, allowing to perceive childhood as heterotopia, as becoming infinite and multiple, unnamed, always indeterminate, which disturbs this linear and progressive notion of normality, but which makes possible its becoming. Another way of seeing and thinking childhood that demonstrates possibilities at school. These two analyzes supported reflections on some of the possible effects of the ways of thinking and producing childhood, based on Special Education practices in the context of Early Childhood Education, which remain an invitation to think. |
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2019-12-20T11:54:24Z2019-12-20T11:54:24Z2019-07-29http://repositorio.ufsm.br/handle/1/19197The modes of thinking and producing childhood in school were the subjects that motivated this master’s thesis research, which sought to problematize the effects of linking Special Education practices to Early Childhood Education to produce childhood, considering the expansion of school attendance policy to the age of four. For that, nine (9) Special Education teachers from Santa Maria/RS, Brazil, who articulate their practices with Early Childhood Education were invited to think about childhood production and its practices in this scenario. Based on post-structuralist studies, especially in Michel Foucault studies about discourse, understanding it as a practice that produces subjects, truths and, therefore, realities, I sought to understand what childhood is being produced. From Special Education teachers’ perspective, I was able to highlight that the discourses produced in the articulation of the investigated practices operate as a biopolitical governmentality strategy for capturing childhood in advance and producing a way of being from an ideal of normality, as risk management practice. I noticed that this mode of childhood production started to establish the processes of government in school, in the articulation of Special Education practices in Early Childhood Education and in families, producing, as an effect, a child subjectivity that made it possible to create a way of being to childhood: the deficient childhood. In this context, I visualized two inseparable perspectives that think the modes of being to childhood that produce as an effect, a way of thinking childhood from the naturalization of the normalization practices put in operation by the Special Education and determined by the will to know and the will of truth about childhood. On the other hand, but not the opposite, a potent resistance movement that thinks childhood from another place, that sought to denaturalize the static, universal and essentialist definitions of human development, allowing to perceive childhood as heterotopia, as becoming infinite and multiple, unnamed, always indeterminate, which disturbs this linear and progressive notion of normality, but which makes possible its becoming. Another way of seeing and thinking childhood that demonstrates possibilities at school. These two analyzes supported reflections on some of the possible effects of the ways of thinking and producing childhood, based on Special Education practices in the context of Early Childhood Education, which remain an invitation to think.Os modos de pensar e produzir a infância na escola foram o tema que motivou a escrita desta pesquisa de dissertação, que buscou problematizar os efeitos da articulação das práticas da Educação Especial com a Educação Infantil na produção da infância, a partir da política de ampliação da obrigatoriedade de frequência para os quatro anos de idade. Para isso, nove (9) professoras de Educação Especial da rede municipal de Santa Maria/RS que articulam suas práticas com a Educação Infantil foram convidadas a pensar a produção da infância e de suas práticas nesse cenário. Apoiada nos estudos pós-estruturalistas, principalmente, nas teorizações de Michel Foucault sobre a noção de discurso, entendendo-o como uma prática produtora de sujeitos e verdades, portanto, realidades, busquei compreender que infância é essa que vem sendo produzida na articulação dessas práticas. A partir das confissões das professoras de Educação Especial, pude tensionar que os discursos produzidos na articulação das práticas investigadas operam como estratégia para a governamentalidade biopolítica capturar a infância antecipadamente e produzir um modo de ser a partir de um ideal de normalidade, como prática de gestão do risco. Percebi que esse modo de produção da infância passou a estabelecer os processos de governamento na escola, na articulação das práticas da Educação Especial com a Educação Infantil e nas famílias, produzindo, como efeito, uma subjetividade infantil que possibilitou inventar um modo de ser para a infância: a infância deficiente. Nesse contexto, visualizei também duas dobras indissociáveis que pensam os modos de ser infância, as quais produzem como efeito, por um lado, um modo de pensar a infância engendrado a partir da naturalização das práticas de normalização colocadas em funcionamento pela Educação Especial, determinadas pela vontade de saber e pela vontade de verdade sobre a infância. Por outro lado, mas não oposto, encontrei um movimento potente de resistência que pensa a infância de um outro lugar; que buscou desnaturalizar as definições estáticas, universais e essencialistas do desenvolvimento humano nas práticas, permitindo perceber a infância como heterotopia, como um vir a ser infinito e múltiplo, não-nomeável, sempre indeterminado, que perturba essa noção linear e progressista de normalidade, mas possibilita seu devir. Modo outro de ver e pensar a infância que se mostrou como um pouco de possível dentro da escola. Essas duas dobras analíticas provocaram reflexões sobre alguns dos possíveis efeitos dos modos de pensar e produzir a infância, a partir das práticas da Educação Especial no contexto da Educação Infantil, que permanecem como um convite ao pensamento.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessDiscursoInfânciaEducação especialEducação infantilHeterotopiaGovernamentoBiopolíticaDiscourseChildhoodSpecial educationChildhood educationHeterotopiaGovernmentBiopoliticalCNPQ::CIENCIAS HUMANAS::EDUCACAOModos outros de pensar a infância: um convite ao pensamento a partir da educação especialOther modes of thinking childhood: an invitation to thinking from special educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMenezes, Eliana da Costa Pereira dehttp://lattes.cnpq.br/5996369654576945Hattge, Morgana Domênicahttp://lattes.cnpq.br/5058446895473307Possa, Leandra Bôerhttp://lattes.cnpq.br/1050405469171971http://lattes.cnpq.br/7039320870077348Borges, Letícia de Lima7008000000066008e321ab5-69f5-4b8c-857a-5faf9f5885b0e18b5d83-efbd-4693-9ad0-4b1d9be7017d7bb7b624-596c-40e7-9204-43fcfce7d371991d56a9-0867-4681-8dac-96833b5ac5ccreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
dc.title.alternative.eng.fl_str_mv |
Other modes of thinking childhood: an invitation to thinking from special education |
title |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
spellingShingle |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial Borges, Letícia de Lima Discurso Infância Educação especial Educação infantil Heterotopia Governamento Biopolítica Discourse Childhood Special education Childhood education Heterotopia Government Biopolitical CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
title_full |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
title_fullStr |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
title_full_unstemmed |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
title_sort |
Modos outros de pensar a infância: um convite ao pensamento a partir da educação especial |
author |
Borges, Letícia de Lima |
author_facet |
Borges, Letícia de Lima |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Menezes, Eliana da Costa Pereira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5996369654576945 |
dc.contributor.referee1.fl_str_mv |
Hattge, Morgana Domênica |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5058446895473307 |
dc.contributor.referee2.fl_str_mv |
Possa, Leandra Bôer |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1050405469171971 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7039320870077348 |
dc.contributor.author.fl_str_mv |
Borges, Letícia de Lima |
contributor_str_mv |
Menezes, Eliana da Costa Pereira de Hattge, Morgana Domênica Possa, Leandra Bôer |
dc.subject.por.fl_str_mv |
Discurso Infância Educação especial Educação infantil Heterotopia Governamento Biopolítica |
topic |
Discurso Infância Educação especial Educação infantil Heterotopia Governamento Biopolítica Discourse Childhood Special education Childhood education Heterotopia Government Biopolitical CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Discourse Childhood Special education Childhood education Heterotopia Government Biopolitical |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The modes of thinking and producing childhood in school were the subjects that motivated this master’s thesis research, which sought to problematize the effects of linking Special Education practices to Early Childhood Education to produce childhood, considering the expansion of school attendance policy to the age of four. For that, nine (9) Special Education teachers from Santa Maria/RS, Brazil, who articulate their practices with Early Childhood Education were invited to think about childhood production and its practices in this scenario. Based on post-structuralist studies, especially in Michel Foucault studies about discourse, understanding it as a practice that produces subjects, truths and, therefore, realities, I sought to understand what childhood is being produced. From Special Education teachers’ perspective, I was able to highlight that the discourses produced in the articulation of the investigated practices operate as a biopolitical governmentality strategy for capturing childhood in advance and producing a way of being from an ideal of normality, as risk management practice. I noticed that this mode of childhood production started to establish the processes of government in school, in the articulation of Special Education practices in Early Childhood Education and in families, producing, as an effect, a child subjectivity that made it possible to create a way of being to childhood: the deficient childhood. In this context, I visualized two inseparable perspectives that think the modes of being to childhood that produce as an effect, a way of thinking childhood from the naturalization of the normalization practices put in operation by the Special Education and determined by the will to know and the will of truth about childhood. On the other hand, but not the opposite, a potent resistance movement that thinks childhood from another place, that sought to denaturalize the static, universal and essentialist definitions of human development, allowing to perceive childhood as heterotopia, as becoming infinite and multiple, unnamed, always indeterminate, which disturbs this linear and progressive notion of normality, but which makes possible its becoming. Another way of seeing and thinking childhood that demonstrates possibilities at school. These two analyzes supported reflections on some of the possible effects of the ways of thinking and producing childhood, based on Special Education practices in the context of Early Childhood Education, which remain an invitation to think. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-12-20T11:54:24Z |
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2019-12-20T11:54:24Z |
dc.date.issued.fl_str_mv |
2019-07-29 |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Educação |
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