Adolescência e desenvolvimento-no-tempo

Autores

  • Nancy Lesko

DOI:

https://doi.org/10.7322/jhgd.39670

Palavras-chave:

adolescência, temporalização, tempo panóptico.

Resumo

A idade moderna é definida pelo tempo, por uma temporalizacão da experiência, isto é, por uma compreensão de que os acontecimentos e as mudanças são significativos na sua ocorrência no e através do tempo. Narrativas de vida milenares, evolutivas e individuais partilham tais temporalizações enfatizando o final. Contudo, nem todos os tempos são os mesmos. Eu examino concepções da adolescência como participando do tempo panóptico, um tempo condensado construído sobre hierarquias de gênero, raça e classe, e compreendido como natural. O tempo panóptico coloca a ênfase nas metas finais em direção das quais a juventude deve progredir e coloca o adolescente individual em uma narrativa sócio-cultural que requer o “domínio” como um principio. Deste modo, coloco questões epistemológicas quanto ao desenvolvimento-no-tempo através do qual o adolescente é conhecido, consumido e governado. (lª parte)

Biografia do Autor

  • Nancy Lesko
    Associate Professor in the Department of Curriculum & Teaching, Teachers College, Columbia University.

Referências

Alexander RM. The “girl problem: ”Female sexual delinquency in New York, Ithaca & London: Cornell University Press; 1995.

Baker B. “Childhood” in the emergence and spread of U. S. public schools. In: TS. Popkewitz, M. Brennan (Eds.). Foucault s challenge: Discourse, power and knowledge in education. (pp.117-143). New York: Teachers College Press;1998.

Bederman G. Manliness and civilization: A cultural history of gender and race in the United States, 1880-1917. Chicago: University of Chicago Press;1995.

Bender J, Wellbery DE. Introduction. In: J. Bender, D. E.Wellbery (Eds.). Chronotypes: The construction of time (pp. 1-18). Stanford, CA: Stanford University Press; 1991.

Dawson GE. A study in youthful gene racy. The Pedagogical Seminary. 1986;4(2):221-258.

Erikson EH. (1950/1985). Childhood and society. New York & London: WW. Norton &Co.

Erikson EH. Identity: Youth and crisis. New York: W.W. Norton & Co; 1968.

Fabian J. Time and the other: How anthropology makes its object. New York: Columbia University Press; 1983.

Fabian J. Of dogs alive, birds dead, and time to tell a story. In: J. Bender, DE.Wellbery (Eds.), Chronotypes. The construction of time (pp.185-204). Stanford, CA: Stanford University Press; 1991.

Feldman SS, Elliott GR. At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press; 1990.

Foucault M. The order of things: Anarchaelogy of the human sciences. New York: Vintage Books; 1973.

Foucault M. Discipline and punish: The birth of the prison. Trans. by A. Sheridan. New York: Vintage Books; 1979.

Gould SJ. Ontogeny and phylogeny. Cambridge, MA: The Bellknap Press;1977.

Hacking I. How should we do the history of statistics? In: G. Burchell, C.Gordon, P. Miller (Eds.), The Foucault effect: Studies in govern mentality (pp. 81-196). Chicago: University of Chicago Press; 1991.

Horn DG. (1995). This norm which is not one: Reading the female body in Lombroso’s anthropology. In: J. Terry, J. Urla (Eds.). Deviant bodies: Critical perspectives on difference in science and popular culture(pp.109128). Bloomington: Indiana University Press; 1995.

Koselleck R. Futures past: On the semantics of historical time. Trans. Keith Tribe. Cambridge & London: MIT Press; 1985.

Landes D. Revolution in time: Clocks and the making of the modern world. Cambridge, MA: Belknap Press; 1983.

Lesko N. The social construction of the problem of teen age pregnancy’. In: RA Martusewicz, WM Reynolds(Eds.), Inside/out: Contemporary critical perspectives in education. (pp. 139-150). New York: St. Martin’s Press; 1994.

Lesko N. Past, present, and future conceptions of adolescents. Educational Theory. 1996;46(4):453-472.

Lesko N. Before their time: Social age, reproductive rights, and school-aged mothers. In: S. Books (Ed.), Neither seen nor heard: Invisible children in the society and its schools (pp. 101-131). NJ: Lawrence Erlbaum Publishers; 1997.

Lowe DM. History of bourgeois perception. Chicago: University of Chicago Press; 1982.

Mcclintock A. Imperial leather: Race, gender and sexuality in the colonial contest. New York & London: Routledge; 1995.

Passerini L. Youth as a metaphor for social change: Fascist Italy and America in the 1950s. In: G. Levi & J. Schmitt (Eds.), A history of young people in the west. Vol. 2 (pp.281-342). Cambridge, MA: Belknap Press; 1997.

Stoler AL. Race and the education of desire: Foucault s History of Sexuality and the colonial order of things. Durham, NC: Duke University Press; 1995.

Terry J. Anxious slippages between “us” and “them”: A brief history of the scientific search for homosexual bodies. In: J.Terry , J. Urla (Eds.), Deviant bodies: Critical perspectives on difference in science and popular culture (pp.129-169).Bloomington, IN: Indiana University Press; 1995.

Toulmin S, Goodfield J. The discovery of time. New York: Harper & Row Publishers; 1965.

Walkerdine V. Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. In: J. Henriques W, Hollway C, Urwin C, Venn, V Walkerdine,(Eds.). Changing the subject: Psychology, social regulation, and subjectivity (pp. 153-202). London & New York: Methuen; 1984.

Walkerdine V. Schoolgirlf ctions.London & New York: Verso; 1990.

Downloads

Publicado

2001-06-19

Edição

Seção

Opinião/Atualização