Resumo

GABRIEL, Norman. The social habitus of Early Years Education: Processes of learning and unlearning. Educ. Puc. [online]. 2019, vol.24, n.3, pp.385-395. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v24n3a4614.

Although Norbert Elias did not explicitly addresseducational practice or the role of education in society,he was deeply interested in the development of the sociallearning processes of young children and adults. Thispaper will begin by looking at Elias’s relational perspectiveon childhood, focusing on the long-term individualcivilising processes that young children undergo asthey prepare for adulthood in complex societies. It willthen focus on two of the major psychoanalytic thinkersof the British object relations school, Donald Winnicottand Wilfred Bion, to understand how these processesof learning are sometimes ‘blocked’ by teachers indifferent institutions where it is assumed that pedagogyis predominantly a rational, conscious and deliberate process. I will argue that Elias’s distinctive approach to learning can be used to integrate the findingsof psychoanalysis, developing a relational sociology of Early Years Education that views schools asanxious institutions where young children have to exercise a more intensive and all-embracing controlover their emotions.

Palavras-chave : Early Years Education; Learning processes; Norbert Elias.

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