Resumo

HORN, Cláudia Inês  e  FABRIS, Elí Terezinha Henn. Practices of recording pedagogical documents in child education: a technology of government of contemporary childhood. ETD [online]. 2018, vol.20, n.2, pp.539-554. ISSN 1676-2592.  https://doi.org/10.20396/etd.v20i2.8647105.

This paper analyzes the way in which the practices of recording pedagogical documents act in the government of contemporary childhood. Through an analytical exercise considering a selection of Italian references for Child Education, we present the foundations of pedagogical documentation, in order to show how it produces a gradual refinement of the ways of recording children’s actions, thus giving rise to a strict, punctual and thorough record of the child subject. We understand that such kind of record, by subjectifying the child, produces ways of experiencing childhood that are compatible with the neoliberal living styles. We have taken the Foucauldian concept of government to argue that childhood has been governed by means of the invention of knowledge, programs, strategies and tactics that conduct the children’s conduct. In this sense, the pedagogical documents are understood as a technology that articulates a set of strategies that govern childhood. Finally, we argue that, by placing the child in the center of the educational process, the child interest works as a strategy that has been currently displaced to the celebration of the protagonist child. There is economy of pedagogical actions and a reduction of both teaching and teachers’ actions in favor of the selfgoverned child.

Palavras-chave : Childhood; Government; Pedagogical Documentation; Interest; Child Protagonism.

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