Literatura infantil, relações de poder-saber e posições de sujeito no currículo do primeiro ano

Abstract

This article analyzes, on the basis of Foucault's perspective, the ways in which literature appears in the curriculum of a first year class of Elementary school of Belo Horizonte/MG. Throughout the investigation – in which we used techniques of ethnographic research with discourse analysis of Foucault's inspiration − we noticed that there was in the investigated curriculum three main uses for literature: introduction of some school content; teaching of interpretation of texts; work with cultural diversity. It is argued that, when working the literature of three ways at the same time that achieve the established objectives, open up possibilities for ways of being less disciplined and more offenders appear in this curriculum.