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Autores
Almeida, Tiago
Orientador(es)
Resumo(s)
Este artigo tem como objetivo questionar, a partir da leitura de Emílio, ou Da Educação, de Rousseau, como é que os conceitos de agenciamento e devir possibilitam pensar uma delimitação da infância que inscreve processos de subjetivação na forma como adultos e crianças se relacionam, e como é que esses processos ainda nos acompanham na contemporaneidade. Questiona-se como é que a operacionalização do agenciamento, coletivo e múltiplo, mas também individual e particular, UMA-CRIANÇA-DEVIR-
ADULTO, tem no seu interior um adulto por vir que, na multiplicidade constitutiva do que foi o seu “estar-a-ser-criança” incorpore o “governo de si”. Metodologicamente, dialoga-se com a obra de Rousseau a partir dos conceitos referidos anteriormente e procura-se traçar uma genealogia de uma ideia possível de criança que ainda hoje se mantém atual. Conclui-se deixando em aberto a possibilidade de a infância constituir um tempo e um espaço que valorize o “estar-a-ser-criança” (descobrir, brincar, questionar), conscientes de que existe tempo para concluir o projeto “uma criança devir adulto”.
This article aims to analyze, from the reading of Rousseau’s Emile, or On Education, how the concepts of agency and becoming allow us to think about delimitation of childhood that has inside subjectivation processes of how adults and children relate between each other and how these processes are visible in contemporary times. This work questions how is the operationalization of an agency, collective and multiple, but also individual and particular, A-CHILD-BECOMING-ADULT. It has in its interior an adult to be that, in the constitutive multiplicity of what was previously its “being-a-child” and in its present individuality, incorporates “self-government”. Methodologically, this paper dialogue with Rousseau works from the concepts mention earlier and try to express a genealogy of a possible idea of what a child is in nowadays. We conclude by leaving open the possibility of childhood to be a time and a space that enhances the “being-a-child” (discover, play, questioning), aware that there is time to complete the project “a child becoming an adult”.
This article aims to analyze, from the reading of Rousseau’s Emile, or On Education, how the concepts of agency and becoming allow us to think about delimitation of childhood that has inside subjectivation processes of how adults and children relate between each other and how these processes are visible in contemporary times. This work questions how is the operationalization of an agency, collective and multiple, but also individual and particular, A-CHILD-BECOMING-ADULT. It has in its interior an adult to be that, in the constitutive multiplicity of what was previously its “being-a-child” and in its present individuality, incorporates “self-government”. Methodologically, this paper dialogue with Rousseau works from the concepts mention earlier and try to express a genealogy of a possible idea of what a child is in nowadays. We conclude by leaving open the possibility of childhood to be a time and a space that enhances the “being-a-child” (discover, play, questioning), aware that there is time to complete the project “a child becoming an adult”.
Descrição
Palavras-chave
Agenciamento Devir Criança Infância Agency Becoming Children Childhood