pensamento, experiência e o tempo do ócio na educação infantil

This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, among others, to problematize thought as linked to individual interest. We notice how much thought has been regarded as a problem-resolution tool in these documents, following a neoliberal logic that has been increasingly displaced from collective to individualized interest. Furthermore, the whole functioning of a disciplinary society is evident in the documents, as the latter moves towards a performance society, with greater emphasis on assessment practices and records of children’s “production.” We consider, both in the concept of childhood and the concept of experience, the possibility of experiencing other relationships with childhoods and temporalities in schools, and the power of both free time and play as open breathing spaces among routines that are both full of compulsory activities and empty of meaning.

The deterrent effects of Brazilian child labor law

Brazilian law prohibits all forms of work for children under the age of 14 years old. Therefore, work performed by children under 14 years of age is subject to sanctions that do not apply to work performed by those over 14 years of age. We use this quasi-experiment generated by Brazilian law to test the deterrent effects of such sanctions. For this purpose, we use the 2013 Pesquisa Nacional de Amostra por Domicílios (PNAD) data to estimate the local average treatment effects (LATE) using the regression discontinuity approach. The results indicate that on average, this law results in 88% fewer weekly working hours when individuals living in rural and urban areas are considered. The effects in rural areas are thus inconclusive. The paper concludes that the law has a deterrent effect and reduces child labor in Brazil, but the effects are ambiguous in rural areas, where law enforcement is weaker and more children work.

Genomic Regions 10q22.2, 17q21.31, and 2p23.1 Can Contribute to a Lower Lung Function in African Descent Populations

Accumulated evidence supports the contribution of genetic factors in modulating airway function, especially ancestry. We investigated whether genetic polymorphisms can affect lung function in a mixed Brazilian child population using the admixture mapping strategy through RFMix software version 1.5.4 (Stanford University, Stanford, CA, USA), followed by fine mapping, to identify regions whereby local African or European ancestry is associated with lung function measured by the forced expiratory volume in the first second (FEV1)/forced vital capacity (FVC) ratio, an indicator of airway obstruction. The research cohort included 958 individuals aged 4 to 11 years enrolled in the SCAALA (Social Change, Asthma, Allergy in Latin America) Program. We identified that African ancestry at 17q21.31, 10q22.2, and 2p23.1 regions was associated with lower lung function measured by FEV1/FVC p < 1.9 × 10−4. In contrast, European ancestry at 17q21.31 showed an opposite effect. Fine mapping pointed out 5 single nucleotide polymorphisms (SNPs) also associated in our replication cohort (rs10999948, rs373831475, rs8068257, rs6744555, and rs1520322). Our results suggest that genomic regions associated with ancestry may contribute to differences in lung function measurements in African American children in Brazil replicated in a cohort of Brazilian adults. The analysis strategy used in this work is especially important for phenotypes, such as lung function, which has considerable disparities in terms of measurements across different populations.

Práticas Discursivas Orais Envolvendo Materiais Impressos e Narrativas Ficcionais

Resumo:Inspirados por estudos sobre letramento emergente, que indicam a importância de processosinteracionais e práticas discursivas na constituição do sujeito dito letrado, neste artigopropomos uma discussão acerca de práticas discursivas orais envolvendo situaçõesinteracionais entre uma criança brasileira e seus diferentes interlocutores. Nesta perspectiva,evidenciamos as práticas em que há a presença de materiais impressos contendo narrativasficcionais mediando as interações. O conjunto de dados considerado no estudo insere-seem uma proposta de pesquisa mais ampla, envolvendo o “percurso narrativo” dessa criança,‘E’. O material coletado tem caráter longitudinal e naturalístico, sendo composto porfilmagens cotidianas feitas pelos pais. Entre os dados, separamos registros correspondentesao segundo ano de vida de ‘E’. Nossas análises preliminares destacam uma predominânciade situações interacionais e práticas discursivas orais envolvendo livros de histórias infantise textos da literatura clássica infantil lidos para ‘E’ principalmente pela mãe. A partir dosreferenciais teóricos aos quais nos filiamos, entendemos que o estabelecimento dessas práticasé capital para a “captura” (LEMOS, 2002) da criança por esse universo simbólico e para suaentrada no funcionamento da língua, marcada tanto por seus gestos, suas vocalizações efalas, quanto pela interpretação do adulto e sua relação com a história narrada. Abstract:Inspired by studies on emerging literacy, which indicate the importance of interactionalprocesses and discursive practices in the constitution of the literate subject, in this article,we propose a discussion about oral discursive practices involving interactional situationsbetween a Brazilian child and its different interlocutors. In this perspective, we highlight thepractices in which there is the presence of printed materials containing fictional narrativesmediating the interactions. The set of data considered in the study is part of a broaderresearch proposal, involving the “narrative path” of ‘E’, this child. The collected materialhas a longitudinal and naturalistic character, being composed of daily filming done by theparents. Among the data, we separate records corresponding to the second year of life of‘E’. Our preliminary analyzes highlight a predominance of interactional situations and oraldiscursive practices involving children’s storybooks and classic children’s literature textsread to ‘E’, mainly by the mother. From the theoretical references to which we are affiliated,we understand that the establishment of these practices is the key to the child’s “capture”(LEMOS, 2002) for this symbolic universe and for their entry into the functioning of thelanguage, marked both by their gestures, vocalizations, and speech, as well as the adult’sinterpretation and their relation to the narrated history.