<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922021000100177</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i1.8656399</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO INFANTIL E A PRÁXIS PSICANALÍTICA: O RISCO DA PREDIÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[EARLY CHILDHOOD EDUCATION AND PSYCHOANALYTIC PRAXIS: THE RISK OF PREDICTION]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN INFANTIL Y LA PRAXIS PSICOANALÍTICA: EL RIESGO DE LA PREDICCIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Paula Fontana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voltolini]]></surname>
<given-names><![CDATA[Rinaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo curso de pós-graduação em Educação Serviço de Psicologia Escolar]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo Universidade Paris XIII Faculdade de Educação]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>177</fpage>
<lpage>191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000100177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo debate as políticas públicas em Educação Infantil tomando por operador de leitura a proposição dos discursos formulada por Lacan. Segundo essa teoria, cada discurso agencia uma política que lhe é própria, seguindo uma lógica que lhe é imposta estruturalmente. A isso se deu o nome de agenciamento discursivo, ou seja, uma dinâmica estrutural que antecede determinado dizer e que imprime uma direção inexorável ao mesmo. Os quatro discursos propostos pelo autor são: o da histérica, o do mestre, o do universitário e o do analista. A eles veio somar-se, posteriormente, o discurso do capitalista, que guarda pontos de distinção com os quatro primeiros. Foram analisados os discursos presentes na educação infantil na atualidade, de modo a demonstrar a preponderância da predição como lógica presente no âmbito das políticas públicas com efeitos na práxis educativa. Por fim, problematiza-se a participação da teoria psicanalítica como mais uma que dá subsídios à educação infantil e as consequências dessa apropriação para a práxis do psicanalista que atua no campo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo se analiza las políticas públicas en Educación Infantil tomando como operador de lectura la propuesta de discursos formulada por Lacan. Según esta teoría, cada discurso pone en marcha una política propia, siguiendo una lógica que se le impone estructuralmente. El discurso pone en marcha una dinámica estructural que precede a cierto dicho y que le da una dirección inexorable. Los cuatro discursos propuestos por el autor son: el histérico, el del amo, el del universitario y el del analista. Después les agregó el discurso del capitalista que tiene puntos distintivos con los primeros cuatro. Los discursos presentes en la educación infantil fueron analizados de manera a demostrar la preponderancia de la predicción como una lógica presente en el ámbito de las políticas públicas con efectos sobre la praxis educativa. Finalmente, cuestionamos la participación de la teoría psicoanalítica como una teoría mas que otorga subsidios a la educación de la primera infancia y pensamos las consecuencias de esta apropiación para la práctica del psicoanalista en el campo educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[Government policy]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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