Early childhood education and psychoanalytic praxis: the risk of prediction

• Autor(a) principal: Fonseca, Paula Fontana
• Data de Publicação: 2021
• Outros Autores: Voltolini, Rinaldo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8656399
• topic: Psicoanálisis; Educaión infantil; Politicas publica; Educaión; Educação infantil; Psicanálise; Políticas públicas; Educação; Early childhood education; Psychoanalysis; Government policy; education

By taking as reading operator the proposition of discourses formulated by Lacan, this paper discusses public policies in Early Childhood Education. According to this theory, each discourse sets out a policy of its own, following a logic that is structurally imposed on it. This has been called discursive agency, a structural dynamic that precedes a certain saying and which gives an inexorable direction to it. The four discourses proposed by the author are: Master, University, Hysteric, and Analyst. The capitalist discourse which has distinguishing points with the first four, was stablished years later. The discourses present in early childhood education politics were analyzed in order to demonstrate the preponderance of prediction as a logic present in the scope of public policies with effects on educational praxis. The psychoanalytic theory appears as one among other theories that offers subsidies to early childhood education. This appropriation has effects over the psychoanalyst's practice in the educational field.