Modos de subjetivação de adolescentes ‘incorrigíveis’ pelo UNICEF no Brasil em projetos de aceleração da aprendizagem na distorção idade-série

Abstract

The object of this research is the age-grade distortion for the United Nations Children's Fund (UNICEF) as an issue that becomes an abnormality in the society of performance and information. Thus, as a study problem, the theme treated as the object of this study has in view the uniqueness of the cases that include students “to be corrected” perceived not as subjects, but as data and investments historically manufactured as products of knowledge/power relations constituted from the hegemony of school education in modernity and the sciences that serve as a theoretical substrate. Question: How does UNICEF monitor what it calls age-grade distortion? How does UNICEF create the notion of abnormality from the schooling process articulated to the notion of development of children and adolescents through the chronological idea linked to performance? The thesis states that UNICEF, in Brazil, acts in the policies of acceleration of learning in Brazil in the correction of the school flow and produces effects in the subjectivity of the students seen as bodies "to be corrected" in an ageist way in Pará. The methodology is the genealogy from Michel Foucault and the documentary research of Cultural History. The general objective is to problematize and investigate the modes of subjectivation in UNICEF publications and their reverberations in the implementation of learning acceleration projects. The specific objectives: to scrutinize the daily life of the “incorrigibles” in the acceleration project implemented in the state of Pará, as well as the education professionals involved and question how the knowledge and practices that made possible the invention of the student with age-grade distortion in educational public policies for UNICEF. Among the results, it is possible to state that UNICEF, despite being concerned with the right of children and adolescents to education, ends up carrying out a process of ageist classification in relation to the schooling process.