CONFLICTS BETWEEN THE DEMARCATION OF CHILDISHNESS AND THE ANTICIPATION OF LITERACY IN THE ELEMENTARY SCHOOL CURRICULUM

Abstract

This article aims to analyze the conflicts between childishness dispositive and the dispositive of literacy anticipation, on a first-year-class of elementary school curriculum. This class was investigated through a concluded research which showed the effects of the policy that anticipated the start of elementary school to six years old children. The argument developed is that the dispositive of literacy anticipation triggers some strategies for erasing childishness' marks, which have created by the childishness dispositive on modern age, such as the appreciation of play, agitation, innocence and indiscipline. However, such erasure is not produced without conflicts and some disputes, since other aspects demanded by the childishness dispositive - such as sexuality control and dependence are kept in this curriculum, making available for children and teachers other subject positions that get in conflict with image of a the playful, innocent and restless infant.