Made available in DSpace on 2014-12-17T15:38:41Z (GMT). No. of bitstreams: 1 AdalgizaMAP.pdf: 583992 bytes, checksum: 7eee6bea9a9e5a1e94cdcc7bd87ca957 (MD5) Previous issue date: 2004-10-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The educational institution, committed to the production and transmission of knowledge, has increasingly revealed a specific dimension of that commitment, which is to form people und to produce certain kinds of subjectivity. The child is involved in a context of subjectivity production becoming the object of expectations; expectations arising from the demands of a globalized world, and based upon a discourse of specialized fields of scientific knowledge relative to childhood. The purpose of the present work is to analyse the discourse found in the Par?metros Curriculares Nacionais - PCNs (National Curriculum Guidelines) as concerns the first four years of Elementary education, trying to disclose its ideas and conceptions about the subject-child. Conceiving this discourse as an ideological phenomenon in which the word becomes the central stage where contradictory values are confronted, according to Bakhtin thinking, the analysis constitutes an effort to point out the voices which supply its basis, in what it reveals about the child. Assertions such as "preparing children for the working market", or for "exercising their citizenship", among others which can be found in the institutionalized pedagogical discourse, are stated in a universalized and normative sense, and have become the object of doubt and criticism. The investigation on the implicit and explicit conceptions about childhood as revealed in the PCNs, whose spokesperson has been the school, serves as the starting point for a series of other studies and reflections intended to pave the way for the implementation of educational processes which allow for singular manifestations of the subject-child / A institui??o escolar, comprometida com a produ??o e transmiss?o de conhecimentos, tem revelado cada vez mais uma outra face de seu compromisso: o compromisso de formar pessoas, produzir certos tipos de subjetividades. ? nesse contexto de produ??o de subjetividades que a crian?a se insere, tomando-se alvo de expectativas; expectativas essas edificadas com base nas exig?ncias do mundo globalizado e pautadas nos discursos de saberes espec?ficos em torno da inf?ncia, provenientes do campo cient?fico. O objetivo deste trabalho ? analisar o discurso dos Par?metros Curriculares Nacionais (PCNs) para os quatro primeiros anos do Ensino Fundamental, buscando ali encontrar concep??es e id?ias sobre o sujeito-inf?ncia. Considerando o discurso enquanto fen?meno ideol?gico, em que a palavra passa a ser a "arena" onde se confrontam valores contradit?rios, segundo o pensamento bakhtiniano, pretende-se destacar as vozes subjacentes ao discurso analisado, no tocante ao que revela sobre a crian?a. Enuncia??es como: "formar crian?as para o mundo do trabalho, para o exerc?cio da cidadania", dentre outras, reveladas no discurso pedag?gico institu?do, s?o concebidas no seu sentido universalizador e normatizador, passando a ser criticamente questionadas. A investiga??o a cerca das concep??es de inf?ncia expl?citas e impl?citas no discurso dos PCNs, cujo porta-voz tem sido a escola, serve, ent?o, como ponto de partida para uma s?rie de outros estudos e reflex?es que pretendam abrir caminhos para a efetiva??o de processos educativos viabilizadores de manifesta??es singulares por parte do sujeito-crian?a