The School Knowledges in Public Preschools (1990-2000)
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Abstract
This reflective article, framed in a qualitative perspective, archaeo-genealogical method proposed by Foucault, continues with the exploration around the tracking of the conditions of existence (origin, function, and functioning) of school knowledges in the public preschool, developed in 2018 and focused on the decade of the 80s by the research hotbed "History of school knowledge in preschool." Now signed up in the 90s, this research describes the fractures, persistence and alterations suffered by school knowledge before the irruption of a new educational rationale in the country. To advance in this intention, the researcher revised in the archives, of that epoch, those vestiges, regularities, enunciations, and invariance, as well as the games and power relations, that acted in conjunction to maintain, transfigure, or vanish the conditions of existence of school knowledge in preschool school. Showing, at the same time, its mutable nature and its condition as a historical invention capable of being modified, conserved or diluted over time.
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