Conflitos entre a demarcação do infantil e a antecipação da alfabetização no currículo do ensino fundamental

Abstract

This article aims to analyze the cnflicts betwen chilishess 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 appreciotion of play, agitation, innocence and indiscipline. However, suh erasure is not produced without conflicts and some disputes, since other aspects demanded by the childishness dispositive – such as sexuality control and dependece are kept in this curriculum, making available for children and teachers other subject positions that get in conflict image of a the playful, innocent and restless infant.