Controlled bodies, controlled minds

inadequate learning for literacy

Abstract

The objective of this work is to problematize educational practices aimed at the literacy process that disregard child authorship in a school context that prioritizes the control of bodies to the detriment of literacy development from an authorial perspective. This path involves the need to understand the skills identified as necessary for a child to be considered literate. The discussions proposed here are based on the theory of authorship of learning by Pedro Demo (2015), necessary to think about literacy from an authorial perspective, and on the theory of docilization and control of bodies by Michel Foucault (1999), which in the context of this research underlies the domesticates literacy and in turn generates inadequate learning. Still as a theoretical contribution that supports the development of this work, it is important to mention the research by Demo (2018); Freire (1979); Franco; Martins (2021); Marsiglia (2011); Magda Soares (2003); Nóvoa (2022). The methodology used is a qualitative approach based on Demo (2001); (2011); Oliveira (2008); Bogdan and Biklen (1994) and adopts participant observation (Yin, 2001) as a method. The results indicate that the school as it is organized does not favor student authorship and therefore needs to be recreated with the objective of teaching literacy in an authorial way.