Body conceptions in Quality Indicators in Early Childhood Education (MEC–2009)
Keywords: Childhood Education; Educational Policies; Body; Education and Care; Autonomy
AbstractThis paper aims to describe and analyze body conceptions in the document Quality Indicators in Early Childhood Education, published by the MEC in 2009, which seeks a distancing from the welfare and compensatory practices that were currently practices at this level of basic education. It seeks to see if this distance appears (or not), based on new conceptions of body that, in turn, could produce other modes of relation, techniques and care destined to him. The results point to: a) the permanence of conceptions and practices oriented to the organism and supported by an idea of care and autonomy typical of biomedical paradigm, despite what the document points out; and b) the insertion, albeit minimal, of conceptions linked to the body as a social construction, with criticisms of violence, prejudices, stereotyped aesthetic standards and indifference to pain and suffering.
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How to Cite
Richter, A. C., Santos, C. S., & Vaz, A. F. (2018). Body conceptions in Quality Indicators in Early Childhood Education (MEC–2009). Education Policy Analysis Archives, 26, 121. https://doi.org/10.14507/epaa.26.3361