Children individuals in contemporaneity: displacements and subjectivities in the national literacy policy
Thinking about the childhood means deconstructing a unique image, recognizing its multiple potency and reflecting about the subjectivities that have been constituted. Therefore, this paper has intended to reflect about the places and the subjectivities which have been produced about the children ind...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Reflexão e Ação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/14418 |
| Acceso en línea: | https://seer.unisc.br/index.php/reflex/article/view/14418 |
| Access Level: | acceso abierto |
| Palabra clave: | Infância Escola Governo Política Nacional de Alfabetização Infância e Escola Childhood School Government National Literacy Policy. Niñez Escuela Gobierno Política Nacional de Alfabetización. |
| Sumario: | Thinking about the childhood means deconstructing a unique image, recognizing its multiple potency and reflecting about the subjectivities that have been constituted. Therefore, this paper has intended to reflect about the places and the subjectivities which have been produced about the children individuals included in Brazilian regular schools. For this purpose, we have analyzed documents about the childhood and the school in recent times, besides analyzing the National Literacy Policy, from 2019. This is a study inspired in Foucaultian Studies, based on the concepts of governance and governmentality. We consider displacements are coming in the production of subjectivities to the children individuals in the schools. |
|---|