Education, Childhood and Schools: the civilization of children

Perspectiva

Jucirema Quinteiro¹ 

[1] Universidade Federal de Santa Catarina - UFSC;

关键词: infância;    escola;    civilização da criança;   

DOI  :  10.5007/2175-795X.2019.e54108

来源: DOAJ

【 摘 要 】

The purpose of this study is to understand the construction of the concept of childhood from a sociological and historic perspective, given that the idea of childhood that has developed and reached our times does not express its historic foundation. This causes a dissimulation of the social and political dimensions of the relations between children, adults, society and the educational process. After all, what are the historic and social bases of these relations? What is the meaning and significance of childhood? That is, what is the epistemological status of the concept of childhood? Given these questions, an analysis of the social, political and cultural transformations denominated by Norbert Elias as the civilizing process – with the presumption that childhood is a historic construction defined by the social condition of being a child and not a natural fact – can contribute to overcoming the problem of the naturalization/denaturalization of childhood and understand its rise and how relations between adults and children are established over history. For Elias, childhood is a short period of time in which children must learn that which society took centuries to internalize. In this way the civilization of children is their education for self-regulation which should be realized in schools.

【 授权许可】

Unknown