GOVERNING PRACTICES IN EDUCATIONAL BOOKS FOR EARLY CHILDHOOD EDUCATION TEACHERS: SENSITIVITY, DISPOSITIONS AND AWARENESS IN DISCOURSE

The article is the result of a research whose objective was to problematize the practices of governing teachers conveyed by the historical-critical pedagogy discourse present in teacher education books of Early Childhood Education. The research's evidence was composed of a set of books that defend the teaching of emerging contents of knowledge areas for infants and young children, as well as present a critique of what they call the process of deschooling and fetishization of childhood. Methodologically, based on the contributions of the studies developed by Michel Foucault, among other authors linked to a post-structuralist perspective, we analyzed how the books that constitute the investigative corpus, through the defense of a historical-critical pedagogy, regulate, organize and spread modes considered suitable for teaching in Early Childhood Education. Thus, based on the analyses, the formative architecture of the books was described, and the discursive tactics present in the texts were problematized, whose purpose is the production of modes of being teachers, through the universalization of a model of reasoning based on the early schooling of children. In this sense, the analytical exercise of the governing practices identified in the books made it possible to discuss the naturalization of the assertions that constitute the historical-critical pedagogy discourse, evidencing its effects of truth. Accepting the constitutive dimension of language and facing the challenge of questioning the effects of truth of the discourses that operate in governing teacher education is an ethical stand nowadays.