Letrinha bonita, corpinho quieto e boquinha fechada: um estudo sobre os mecanismos disciplinares em classes de alfabetização

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

30/11/2009

RESUMO

The present researches part of the presupposition, thoroughly spread for the specialized literature, second which the school is a discipline space. Through observations and professional existences accomplished for seven years of experience as teacher of initial series and pedagogic coordinator, I verified that the school uses mechanisms of discipline, sometimes for explicit ways, sometimes for euphemism ways and, that maybe, the teachers dont feel bill of the same ones. In reason of that, I look for in this research to reveal as the mechanisms are mobilized discipline in the literacy classes. Initially, this research assumes the observation of three teachers as tutor for reading and writing main instrument of collection of data. The period of the field observations is the school year of 2008. Besides the observations, I collected materials as planning, projects and communication letters between the school and the families. Motivated by several doubts, I returned in 2009 to interview the teachers. The loci of the research are three schools of Fundamental Teaching of the state public net of the municipal district of Blumenau. This investigation has basement to the light of Michel Foucaults theoretical referential. I observed that, in classroom situations, the use of the childish literature as instrument that scares and it constrains. Besides, I also noticed, the use of wheel games, such as ?the spoiled egg of the friendship? and the ?hopscotch; childrens game in which the players throw a pebble or small object into a series of squares drawn on the ground and then jump or hop through the squares to pick up the object? of the good behavior, besides the pedagogy of projects, used to normalize the children, instead of working knowledge. In that way, the observations reveal that the schools have planned disciplinary practices and euphemistic practices, transfiguring games and games in control instruments, besides the use of the childish literature in a pedagogy instilled in the children the fear again and, with that, to obtain of them wanted behaviors and had as legitimate in the school space. I wait with this research to contribute for the elucidation of some aspects of the school as disciplinary space, and, also, to supply subsidies to reflect the pedagogic practice in the literacy

ASSUNTO(S)

classes de alfabetização mecanismos de disciplinamento práticas pedagógicas educacao alfabetização; prática de ensino; disciplina escolar literacy classes discipline space and mechanisms pedagogic practices

ACESSO AO ARTIGO

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