出版社：Universidade Federal do Parana̧, Departamento de Psicologia
摘要：The present theoretical study investigates the interrelation between child development meanings and forms of inclusion/exclusion in the modern school education process. It analyses the childhood theorization process interrelation with Iluminism and the effects of such meanings on the child school history through the theory of cultural criticism and discourse analysis. The study establishes a relation between those meanings and the homogenizing institutional practice and suggests the possibility that the most advanced childhood theorization models constitute the normalization tools that strengthen the limit between normal and pathologic at school. It also identifies the best possible ways to prepare children for the future within the pedagogic discourse practices, thus being a true evolution myth which consolidates a strong belief in a nuclear subjectivity that is self-centered, presented and developed independently from the pedagogic practices. Finally, it states that the pedagogic discourse effects compose the child subjectivity forms . The study also suggests that another way to understand children and education is to give a new meaning to school experiences.
