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Nine-year elementary school: of children’s government strategies in educational policies

ABSTRACT:

Nine-year elementary school can be understood as an educational policy that composes a children’s government strategically. Methodologically this article is inserted in the perspective of Post-structuralist studies, analyzing the speeches of the publications of the Ministry of Education. It problematizes the childhood that emerges from a will of power, established by a policy operationalised by the State. It is understood that the nine-year elementary school can be seen as a condition of possibility for policies conceived contemporarily.

Keywords:
Childhood; Gonvernmentality; Nine-year elementary school

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