The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem
Although Norbert Elias did not explicitly address educational practice or the role of education in society, he was deeply interested in the development of the social learning processes of young children and adults. This paper will begin by looking at Elias’s relational perspective on childhood, focu...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Pontifícia Universidade Católica de Campinas
2019-10-01
|
| Series: | Revista de Educação PUC-Campinas |
| Subjects: | |
| Online Access: | https://seer.sis.puc-campinas.edu.br/seer/index.php/reveducacao/article/view/4614 |
| _version_ | 1797204069494816768 |
|---|---|
| author | Norman Gabriel |
| author_facet | Norman Gabriel |
| author_sort | Norman Gabriel |
| collection | DOAJ |
| description | Although Norbert Elias did not explicitly address educational practice or the role of education in society, he was deeply interested in the development of the social learning processes of young children and adults. This paper will begin by looking at Elias’s relational perspective on childhood, focusing on the long-term individual civilising processes that young children undergo as they prepare for adulthood in complex societies. It will then focus on two of the major psychoanalytic thinkers of the British object relations school, Donald Winnicott and Wilfred Bion, to understand how these processes of learning are sometimes ‘blocked’ by teachers in diff erent institutions where it is assumed that pedagogy is predominantly a rational, conscious and deliberate process. I will argue that Elias’s distinctive approach to learning can be used to integrate the findings of psychoanalysis, developing a relational sociology of Early Years Education that views schools as anxious institutions where young children have to exercise a more intensive and all-embracing control over their emotions. |
| first_indexed | 2024-04-11T03:06:24Z |
| format | Article |
| id | doaj.art-ad712826b9c9473e85345c5e50a35aa6 |
| institution | Directory Open Access Journal |
| issn | 1519-3993 2318-0870 |
| language | English |
| last_indexed | 2024-04-24T08:29:22Z |
| publishDate | 2019-10-01 |
| publisher | Pontifícia Universidade Católica de Campinas |
| record_format | Article |
| series | Revista de Educação PUC-Campinas |
| spelling | doaj.art-ad712826b9c9473e85345c5e50a35aa62024-04-16T20:48:50ZengPontifícia Universidade Católica de CampinasRevista de Educação PUC-Campinas1519-39932318-08702019-10-0124338539510.24220/2318-0870v24n3a46142940The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagemNorman Gabriel0University of PlymouthAlthough Norbert Elias did not explicitly address educational practice or the role of education in society, he was deeply interested in the development of the social learning processes of young children and adults. This paper will begin by looking at Elias’s relational perspective on childhood, focusing on the long-term individual civilising processes that young children undergo as they prepare for adulthood in complex societies. It will then focus on two of the major psychoanalytic thinkers of the British object relations school, Donald Winnicott and Wilfred Bion, to understand how these processes of learning are sometimes ‘blocked’ by teachers in diff erent institutions where it is assumed that pedagogy is predominantly a rational, conscious and deliberate process. I will argue that Elias’s distinctive approach to learning can be used to integrate the findings of psychoanalysis, developing a relational sociology of Early Years Education that views schools as anxious institutions where young children have to exercise a more intensive and all-embracing control over their emotions.https://seer.sis.puc-campinas.edu.br/seer/index.php/reveducacao/article/view/4614early years educationlearning processesnorbert elias |
| spellingShingle | Norman Gabriel The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem Revista de Educação PUC-Campinas early years education learning processes norbert elias |
| title | The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem |
| title_full | The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem |
| title_fullStr | The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem |
| title_full_unstemmed | The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem |
| title_short | The social habitus of Early Years Education: Processes of learning and unlearning | O habitus social da Educação Infantil: processos de aprendizagem e de não aprendizagem |
| title_sort | social habitus of early years education processes of learning and unlearning o habitus social da educacao infantil processos de aprendizagem e de nao aprendizagem |
| topic | early years education learning processes norbert elias |
| url | https://seer.sis.puc-campinas.edu.br/seer/index.php/reveducacao/article/view/4614 |
| work_keys_str_mv | AT normangabriel thesocialhabitusofearlyyearseducationprocessesoflearningandunlearningohabitussocialdaeducacaoinfantilprocessosdeaprendizagemedenaoaprendizagem AT normangabriel socialhabitusofearlyyearseducationprocessesoflearningandunlearningohabitussocialdaeducacaoinfantilprocessosdeaprendizagemedenaoaprendizagem |