Infância, aprendizagem e patologização: por entre cartas e escritas de si
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Data
2018-08-28
Autores
Barbosa, Mariana de Barros [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem como objetivo refletir sobre os discursos que perpassam os processos de desenvolvimento e aprendizagem das crianças na escola e como estes tem contribuído para a produção de um campo identitário. Um dos aspectos que nos chamou a atenção foi o estabelecimento de certos padrões nos modos de se desenvolver e de se pensar a criança, que podem ser vistos, sobretudo nas teorias educativas, nos currículos e nas práticas pedagógicas. Sabemos que o conceito de infância é histórico e foi se modificando ao longo dos anos; com o surgimento de um sentimento de infância a criança passa a ocupar um lugar próprio e a escola começa a criar meios para regulá-la, uma vez que ela é a representação do homem do futuro. Podemos perceber que, junto a ideia de formação e desenvolvimento, foram sendo colocados diversos discursos pedagógicos, psicológicos e sociológicos que ditam os modos de se disciplinar as crianças, tirando-as assim, da condição de não saber, notamos que a maioria destes discursos nos revelam uma concepção de desenvolvimento como um processo temporal linear. Atrelado a isso, está a ideia de educação como um meio de conduzir a criança a um lugar dado a priori, a uma terra prometida, e quem não consegue alcançá-la se torna um problema. Ao estabelecer modos de ser, pensar ou agir, há uma tendência de transformar a todos que escapam deste modelo em patologia. Nesse sentido, buscamos tecer compreensões sobre como a diferença tem sido vista e percebida na escola, refletimos também sobre outros modos de se pensar a criança e a infância para além de uma perspectiva de falta e incompletude, mas sim como um campo que possuí sua própria força. Para isso além de discussões teóricas também nos utilizamos de uma experiência de troca de cartas feita com diferentes sujeitos que estão inseridos direta ou indiretamente dentro do cotidiano escolar. No entrelaçamento destes fios as cartas constituíram-se como um importante intercessor para uma partilha mais sensível de afetos, afetações, sensações, experiências, além disso, elas nos provocaram certo deslocamento dos nossos modos de olhar e compreender as coisas e nos fez perceber o quanto nós enquanto sujeitos que estão inseridos dentro do contexto educacional também contribuímos para a produção ou reprodução das relações no espaço em que estamos.
This investigation aims to discuss about the discourses that pass through the development and learning children processes in scholar context, emphasizing how they contribute to promote the production of an identity field. One of the most notorious aspects is the setting of certain patterns in the manners to develop and to think about the children that are mainly present in the educational theories, in the curriculums and the pedagogical practices. In this regard, it is taken as initial point that the concept of childhood is historic and has been modified over the years. With the advent of a feeling of childhood, children begin to play a specific role, and the school begins to create some ways to regulate it, considering that children are the representation of the future human being. Therefore, it is possible to notice that, within the idea of formation and development, it has been considered a diversity of pedagogical, psychological and sociological discourses that dictate the ways to discipline children, taking them away of the “do not know” condition. Thus, it is noticed that the most part of these discourses reveal a conception of development as a linear time process. Related to this fact, the education is conceived as a way to conduct children in a preset place, and those that do not achieve it became a problem. By setting ways of being, thinking or acting, there is a tendency to consider everyone that do not fit in this pattern as a pathology. Therefore, this study aims to outline some considerations about the perception and the comprehension about the difference in the school context. In addition, this investigation discuss about another ways to think children and childhood not in a perspective underpinned on the lack of something and the incompleteness, but as a field that has his own force. In order to do this, this study consider theoretical discussions and an exchange of letters written by different subjects that participate, in a direct or indirect way, of the scholar routine. In the interlacing of these strings, the letters played an important role as a mechanism for a more sensitive sharing of affect, affectations, sensations and experiences. Furthermore, these letters provoked changings in the ways to see and to comprehend the things, making possible to notice how the subjects inserted in the educational context also contribute to produce or reproduce the relations in that space.
This investigation aims to discuss about the discourses that pass through the development and learning children processes in scholar context, emphasizing how they contribute to promote the production of an identity field. One of the most notorious aspects is the setting of certain patterns in the manners to develop and to think about the children that are mainly present in the educational theories, in the curriculums and the pedagogical practices. In this regard, it is taken as initial point that the concept of childhood is historic and has been modified over the years. With the advent of a feeling of childhood, children begin to play a specific role, and the school begins to create some ways to regulate it, considering that children are the representation of the future human being. Therefore, it is possible to notice that, within the idea of formation and development, it has been considered a diversity of pedagogical, psychological and sociological discourses that dictate the ways to discipline children, taking them away of the “do not know” condition. Thus, it is noticed that the most part of these discourses reveal a conception of development as a linear time process. Related to this fact, the education is conceived as a way to conduct children in a preset place, and those that do not achieve it became a problem. By setting ways of being, thinking or acting, there is a tendency to consider everyone that do not fit in this pattern as a pathology. Therefore, this study aims to outline some considerations about the perception and the comprehension about the difference in the school context. In addition, this investigation discuss about another ways to think children and childhood not in a perspective underpinned on the lack of something and the incompleteness, but as a field that has his own force. In order to do this, this study consider theoretical discussions and an exchange of letters written by different subjects that participate, in a direct or indirect way, of the scholar routine. In the interlacing of these strings, the letters played an important role as a mechanism for a more sensitive sharing of affect, affectations, sensations and experiences. Furthermore, these letters provoked changings in the ways to see and to comprehend the things, making possible to notice how the subjects inserted in the educational context also contribute to produce or reproduce the relations in that space.
Descrição
Palavras-chave
Desenvolvimento infantil, Aprendizagem, Diferença, Child development, Learning, Difference