AGRADECIMENTOS À minha mãe, pois sem seu suporte total a realização deste trabalho não seria possível. À meu marido pela paciência, cumplicidade, compreensão e apoio. À minha filha, pelas inúmeras horas que passou sem minha companhia, por sua presença sempre animadora e afetuosa em todos os momentos. À minha família, pelo interesse, apoio, cumplicidade e compreensão, especialmente à Elaine pela contribuição. Às minhas companheiras de trabalho, pela compreensão nos momentos de minha ausência, especialmente à Rosana, Ana, Patrícia e Valdenise pela generosidade, acolhimento e amizade. À minha orientadora Letícia Barros Nascimento pela paciência, coragem, sinceridade e contribuições valiosas para o desenrolar da pesquisa.Aos professores que contribuíram com orientações e sugestões para a execução deste trabalho, especialmente ao professor Julio Groppa Aquino pela generosidade e sugestões valiosas. À Lisandra pela leitura e sugestões importantes. 7 ABSTRACT ALBOZ, Lilian. About childhood and power: what does the academic production of scientific journals of education say from 2000 to 2010? Dissertation for master's degree. Faculty of Education, University of Sao Paulo, 2012. This work is dedicated to observe which outlines academic production of education guidance post-critical about childhood, especially the works inspired by the French philosopher Michel Foucault, has acquired in recent years, analyzing in which measure put in check the relation of power-knowledge that involves the childhood and to what measure have been faithful to the post-critical questions. Thereunto, have selected scientific journals articles of education published in the period from 2000 to 2010, noting if the articles had Foucault's bibliographic references, if the issues involved children or childhood, if the summaries had references to the concepts developed by Michel Foucault. In the analysis, it was possible to verify that the postcritical approach utilized in the texts contribute to the unnaturalization of romantic and essentialized visions about childhood and the children and put in conspicuousness the character invented both as the own childhood as the practices and knowledge that it is destined, having no place to universal knowledge about childhood, but to the multiplicity of perspectives, for the contingency of knowledge and visions about it; that the school and pedagogy worked and keep operating as powerful machines in the manufacture of childhood and in its government and the works analyzed elucidate mechanisms of power-knowledge,technologies and tools which enable the power exercise on the others and on itself, operating in the conformation and childhood's government. It seems that a significant contribution of the analysed texts is to offer tools so that the culture and education field are gotten as an arena where are constantly in game and fight of world vision, representations, narratives, meanings about things and beings from the world and the task of the research and researcher, mixed that are with these elements, would be w...
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