The child as a social actor - critiques, counter-arguments and theoretical and empirical challenges
Journal Title: Práxis Educativa - Year 2017, Vol 12, Issue 2
Abstract
This paper discusses the theoretical and empirical challenges of the idea of the child as a social actor, present in the social studies of childhood, through the analysis of criticisms made to the concept by authors belonging to the field and authors external to it. Counter-arguments are also discussed in its defense. The criticisms and counter-arguments extend over a period of 10 years (2005 to 2015). The concept of social actor is situated in this paper in the bias of the weberian theory and in the framework of the „double hermeneutic‟ as A. Giddens‟s „model of reflexivity‟ in social sciences: theorizing about the phenomenon implies being involved in its contemporary process of deconstruction/reconstruction. Thus, the risks or consequences of what science claims about children will fall on themselves and on the social forms of their understanding. In this sense, it is understood that the alerts made to the specialist discourse (both the critical discourse and the critical defense of the concept) must be analyzed.
Authors and Affiliations
Rita de C. Marchi
Curricular policy studies: a review of problems and epistemological approaches of research (2010-2015)
This paper examines the problems and the epistemological approaches of researches on curricular policies in their interfaces with teacher education and teaching work. We analyzed 77 papers published, between 2010 and 201...
The Pact for Strengthening High School Education as a policy for the continuing education of teachers
This paper refers to a research about the program known as the National Pact for Strengthening High School Education (PNEM), conducted by an institution of Higher Education in Southern Brazil. The text analyzes the educa...
Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
This article discusses if and how practices of verbal mediation are carried out, through orality, by the specialist teachers who assist, before/after school, students with intellectual disabilities. The locus of empirica...
Experiential learning of initiation to teaching in PIBID
This work analyzes the learning of teaching from the insertion of teachers in initial formation in school every day. It seeks to understand how the learning for teaching is built from processes of homology of the practic...
Dossiê: Jovens e ativismos em (des)construção: socializações e (in)ações políticas
apresentação