Um projeto para estudar cientificamente a criança: Maria Lacerda de Moura e sua contribuição para a educação em Minas Gerais, 1908-1921 / A project for scientific study of children: Maria Lacerda de Moura and her contribution to education in Minas Gerais, 1908-1921

Resumo O artigo investiga o projeto de estudo científico da criança idealizado por Maria Lacerda de Moura entre 1908 e 1921. O recorte contempla a trajetória da professora na cidade de Barbacena, lugar em que pensou, escreveu e difundiu seus ideais sobre a psicologia experimental. Dentre as fontes mobilizadas, destacam-se o requerimento enviado pela professora à Secretaria do Interior do Estado de Minas Gerais, solicitando autorização para realizar experiências científicas nas escolas de Barbacena, e os pareceres gerados em resposta ao seu pedido. Além da identificação dos testes, também foi possível verificar a resistência do governo ao projeto, revelando diferentes relações de poder no contexto da inserção da psicologia experimental na educação.

Abstract This article investigates a scientific study of children conducted by Maria Lacerda de Moura from 1908 to 1921, and covers this educator's trajectory in the city of Barbacena, the site of her writing, scholarship, and dissemination of her ideas on experimental psychology. Important sources for this research were her request to the Minas Gerais state Department of the Interior for authorization to conduct scientific experiments in the schools in Barbacena, and the subsequent responses. While the tests were identified, government resistance to the project was also seen, revealing different power relationships within the context of how experimental psychology was inserted into education.

Societal perceptions and lived experience: Infant feeding practices in premodern Japan.

OBJECTIVES: A change in how children were treated and valued occurred in premodern Japan, as popularized ideas of an inheritance-based family system led to more careful and affectionate child-rearing practices by lower social-status groups. A number of books were written, advising that breastfeeding should last approximately 3 years. The objective of this study is to reconstruct and compare breastfeeding and weaning practices before and after the transition, to illuminate the impact of documented changes in child-rearing practices on subadults' lived experience. MATERIALS AND METHODS: Carbon and nitrogen stable isotopic data were obtained from 40 subadult skeletons excavated from the Sakai Kango Toshi 871 (SKT871) site (late 17th-19th century, Osaka, Japan). Isotopic results from SKT871 were compared with previously reported results from the Hitotsubashi site (AD 1657-1683, Tokyo, Japan). Hitotsubashi and SKT871 represent urban populations of lower status before and after the transition of societal perception of subadults. RESULTS: The most probable age at the end of weaning reconstructed in SKT871 was 1.9 years (1.4-2.7 years with a 95% credible interval) and was lower than that in Hitotsubashi (2.1-4.1 years with a 95% credible interval). DISCUSSION: The age at the end of weaning became younger after the transition of societal perception toward subadults, and this younger weaning age is inconsistent with written recommendations for the duration of weaning in premodern Japan. It is possible that an increased need for inheritors under the inheritance-based family system led to earlier weaning and shorter inter-birth intervals, but authorities recommended an ideal practice of a longer breastfeeding period.

Psychiatry, bio-epistemes and the making of adolescence in southern Brazil.

Drawing on an ethnographic study in southern Brazil, this paper explores how therapists' attempts to "resist bioreductionist" pharmaceutical use both succeed and crumble. Using a comparative framing, I show that pharmaceuticalization can become an anesthetizing "lid" that interacts with young people's polarizing micro-politics and is an outgrowth of multi-generational medico-political family histories. This lid, however, is not air-tight and exceptionalities are born out of these very same histories. I argue that both pharmaceuticalization and exceptions to it emerge not through "resistance" to biopsychiatric logics but from the transformative possibilities that the patterned co-production of social, political, and psychiatric life affords.

Psychiatry, bio-epistemes and the making of adolescence in southern Brazil / Psiquiatria, bioepistemes e a formação da adolescência no sul do Brasil

Abstract Drawing on an ethnographic study in southern Brazil, this paper explores how therapists’ attempts to “resist bioreductionist” pharmaceutical use both succeed and crumble. Using a comparative framing, I show that pharmaceuticalization can become an anesthetizing “lid” that interacts with young people’s polarizing micro-politics and is an outgrowth of multi-generational medico-political family histories. This lid, however, is not air-tight and exceptionalities are born out of these very same histories. I argue that both pharmaceuticalization and exceptions to it emerge not through “resistance” to biopsychiatric logics but from the transformative possibilities that the patterned co-production of social, political, and psychiatric life affords.

Resumo Baseado em um estudo etnográfico no sul do Brasil, este artigo explora tentativas frustradas e bem-sucedidas de terapeutas em uma “resistência biorreducionista” a medicamentos. Comparativamente, busco mostrar que a farmaceuticalização pode se tornar uma “rolha” entorpecedora que interage com a micropolítica polarizante dos jovens, e é fruto de histórias familiares médico-políticas em várias gerações. Contudo, essa rolha não está bem vedada, dando margem a exceções nessas histórias. Acredito que a farmaceuticalização e as exceções não surjam da “resistência” à lógica biopsiquiátrica, mas sim de possibilidades transformativas na coprodução padronizada da vida social, política e psiquiátrica.

Up the years with the Bettersons: Gender and parent education in interwar America.

In the 1920s and 1930s, the parent education movement opened doors for many female psychologists and other child development professionals by providing training and jobs. Female experts in the parent education movement spread the emerging "gospel of child development" to other women-mothers-in a variety of formats. Although psychologists like John B. Watson advocated traditional definitions of motherhood focusing on role adjustment, there is evidence that women psychologists and parent educators introduced ways of thinking about family life that challenged tradition, encouraging role expansion and self-fulfillment. We explore examples provided by women at the Minnesota Institute of Child Welfare who produced radio programs on child rearing. Starting in 1932, advice about child rearing was embedded within stories featuring a fictional family, the Bettersons. The family narrative format provides an opportunity to identify implicit (and sometimes explicit) values and norms informing prescribed roles for mothers, fathers, and children. Analysis suggests that gender roles were shifting in more egalitarian directions, with an awareness of new identity options for both women and men. We explore implications for evaluating the impact of female experts involved in the parent education movement.

History of the child health and development book. Part 2: 1945-2000.

This is the second part of a historical review of the New Zealand child health and development record book (also known as the Well Child/Tamariki Ora Health book or Plunket book). It focuses on the years between 1945 and 2000. The first article highlighted how the book documented the development of "scientific mothering", which marginalized women-generated mothering knowledge. The present article highlights how during the reviewed time period women began to challenge notions of "scientific mothering", these changes are signaled in the content of the Well Child/Tamariki Ora Health book over time. In addition, women's movements, such as LaLeche league and Parent Centre, reflected significant societal changes during this era in relation to mothering and child-rearing practices, the influence of which had a significant impact on the Plunket book's development. However, tensions between health professionals and women in relation to the value placed on types of knowledge continued to exist as evidenced by the language employed in the Plunket books throughout the time period reviewed. Being mindful of the tensions that exist between competing discourses and knowledge sources is important as they call us to engage with how we value and develop our relationships with women and mothers as health care professionals.

Alejandro Lamas: cultura física en el primer plan de educación física escolar en Uruguay / Alejandro Lamas: \"Physical Culture\" in the first school physical education curriculum in Uruguay

Este trabajo aborda las principales construcciones de sentido en torno a la "cultura física" o "cultura corporal" em el Uruguay del Novecientos. Se toma como fuente de indagación una conferencia dictada por Alejandro Lamas, en 1911, donde presenta el primer plan de educación física escolar. Hacia finales del siglo XIX, se debilitó considerablemente La contradicción kantiana entre los términos de "civilización" y "cultura", de modo tal que el segundo designaba una zona especial o superior del primero. Entre los principales hallazgos encontramos que en Lamas se identifica a la "cultura física" con uno de los componentes de la civilización.

Este artigo aborda as principais construções de sentido sobre a "cultura física" ou "cultura corporal" do século XX, no Uruguai. Se toma como uma fonte de pesquisa a palestra ditada por Alejandro Lamas, em 1911, em que apresentou o primeiro currículo escolar de educação física. No final do século XIX, enfraqueceu consideravelmente a contradição kantiana entre os termos "civilização" e "cultura", de tal maneira que o segundo designava uma área especial ou superior ao primeiro. Entre os principais achados descobriu-se que Lamas identificava a"cultura física" com um dos componentes da civilização.

This paper addresses the main constructions of meaning about the "physical culture" or "body culture" in Uruguay in 1900. It is taken as a source of inquiry a lecture by Alejandro Lamas, in 1911, where he presented the first school physical education curriculum. By the late nineteenth century, considerably weakened the Kantian contradiction between the terms "civilization" and "culture", so that the second designated a special or higher area of the first. Among the main findings we found that Lamas identif ies the "physical culture" with one of the components of civilization.

Rol social y participación del padre en la crianza de sus hijos/as en la historia de Chile / Social role and involvement of fathers in their child´s upbringing in the history of Chile

La presente revisión plantea la forma de participación de los padres en la crianza de sus hijos/as en Chile, con especial enfoque en la actualidad. La familia en Chile y el mundo ha variado a través del tiempo en cuanto a su composición y roles en su interior. Es así como la participación del padre en la crianza de los hijos/as, casi inexistente en los inicios de la sociedad chilena, también ha cambiado, tornándose más participativa, aunque siempre influenciada por los resabios culturales que la determinaron desde sus inicios. Uno de estos cambios se desarrolla a inicios de la década de los noventa, especialmente en los estratos socioeconómicos altos, en donde el hombre comienza a participar en algunos escenarios de crianza. A partir del año 2006, Chile cuenta con el “Sistema de Protección Integral a la Primera Infancia, Chile Crece Contigo”, cuya principal prioridad es estimular el desarrollo saludable del niño/a y de su familia desde la concepción. La evidencia ha demostrado que la inclusión de los padres en la crianza de sus hijos/as desde el embarazo, contribuye al desarrollo óptimo del niño/a, de la madre y de la familia; favorece el establecimiento del vínculo afectivo entre el niño/a y sus fi guras significativas (madre, padre u otro), la satisfacción emocional de la madre, y también fortalece los lazos familiares. Sin embargo, la participación del padre es escasa, y cuando participa, la forma en que lo hace se ha visto marcada por la necesidad de acompañamiento y apoyo de la mujer, más que por sus necesidades para ejercer la paternidad. La experiencia y la función social de transformarse en padre es un conocimiento que aún no ha sido develado en el contexto social chileno, ni tampoco dentro del sistema de salud, aun cuando se ha establecido una política de desarrollo integral de la primera infancia, es una iniciativa que debe ser evaluada desde esta perspectiva. Existen brechas en el conocimiento...

Families in Chile and around the world have changed over time in terms of composition and inside roles. Thus, the involvement of fathers in parenting, almost nonexistent in the early Chilean society, has also changed becoming more participatory, but always infl uenced by cultural remnants. One of these changes is developed in the early nineties, especially in the higher socioeconomic strata, where fathers begin to participate in some parenting sceneries. Since 2006, Chile has the “Integral Protection System for Early Childhood, Chile Grows with You” (Sistema de Protección Integral a la Primera Infancia Chile Crece Contigo), which main priority is to promote the healthy development of the child and his family, taking place the importance of promoting father involvement during pregnancy and childbirth, and raising children. Evidences have shown that the inclusion of the fathers in the upbringing of their children from pregnancy contributes to optimal child, mother and family development; favors the establishment of bonding between the child and their signifi cant fi gures (mother, father or other); the emotional satisfaction of the mother; and also strengthens family ties. But, the way that the father is included has been marked by the need for assistance and supporting women, rather than their paternity needs. The experience and the social function of becoming a father is a knowledge that has not been revealed in the Chilean social context, neither within the health system, even when it has set a policy of development of early childhood, the initiative should be evaluated from this perspective. Still there are gaps in knowledge about what men experiences to become father that makes that existing programs are defi cient in their proposals.

Help for all parents?: Child-rearing advice in English Canada in the 1960s and 1970s.

Changes occurring in Canadian society during the 1960s and 1970s were poorly reflected in the child-rearing advice directed to English-Canadian parents. Despite the rise in the number of women working outside the home and feminist calls for a more equitable division of child care, experts only sometimes modified their advice to acknowledge this reality. In addition, the creation of the welfare state seemed to encourage child-rearing advisors to ignore class disparities. Finally, experts in this period rarely acknowledged any racial diversity in the Canadian population, despite an increasingly multicultural society. They continued to presume as the norm a white, Anglo-Saxon, middle-class family in which mothers remained the primary caregivers.

[From traditional practices to medical supervision in maternity]. / De las prácticas tradicionales a la supervisión médica en el ejercicio de la maternidad. Asturias 1900-1931.

The first few decades of the 20th century represent a period of transition in attitudes to maternity and childcare. Attempts are made for mothers to interiorize new approaches established by the medical collective, still giving considerable weight to traditional childcare practices, using initiatives of different types for this purpose. Women take on these discourses but are able to readapt them in accordance with their situation and particular needs.

Fiscal externalities of becoming a parent.

Theoretical and empirical results suggest that there are externalities to childbearing, but those results usually assume that these externalities accrue uniformly within a homogeneous population. We advance this argument by developing separate estimates of the fiscal externalities associated with parents­those who devote time or material resources to minor children­and nonparents. Our analysis uses data from the US Panel Study of income Dynamics on the age profiles of taxes paid and publicly funded benefits consumed by parents and nonparents, together with a previously developed intertemporal economic-demographic accounting model. The accounting framework takes into account the net fiscal impacts of future generations as well as the present population. Our findings indicate that, with a 3 percent discount rate, parents produce a substantial net fiscal externality, about $217,000 in 2009 dollars. This is equivalent to a lifetime annuity of nearly $8,100 per year beginning at age 18. The results are sensitive to both the discount rate used and the proportion of parents within the cohort.

TACT glossary: toys.

Toys denote objects used in playing. From the first examples of toys made of materials available in the environment and manufactured by parents or by children themselves only for recreational purpose, toys have evolved into more sophisticated devices which integrate mechanics, electronics and informatics (mechatronic toys) used in several different application fields. There are two main kinds of mechatronic toys: sensorized toys are passive toys equipped with a set of sensors used to record user/toy interactions; robotic toys are artefacts or computers, usually self-propelled with the help of motors, which collect information from the surrounding environment by sensors, and decode this information into behaviors consistent with them. This entry explores the use of the word "toys" from a technological point of view focussing on mechatronic toys and their applications.

Beyond the depleting model of parenting: narratives of childrearing and change.

A great deal of scholarship investigates the effects of parenting on adults who parent. While existing literature has identified the ways in which parenting affects parents adversely, we argue that more attention needs to be paid to how having children may enhance parents' lives. Thus, we draw upon twenty-four in-depth interviews with young parents in order to investigate this process. First, we identify five ways in which parents say caregiving has changed their worldviews, relationships, and expectations, leading them to 1) erect barriers, 2) aspire for more, 3) view parenthood as a second chance, 4) hew a new path, and 5) make connections. Second, we uncover two central metaphors that parents rely on to explain the effect that having responsibility for children has had on their lives: the child as witness and the child as tether. We also point to future areas of investigation, arguing that only with an adequate understanding of what parenting does to parents can we understand what changing trends in families and inequality hold for ourselves and our futures.

Child rearing in the "risk" society: on the discourse of rights and the "best interests of a child".

Due to a number of radical changes in society, the role of parents in the upbringing of their children has been redefined. In this essay, Paul Smeyers argues that "risk" thinking, and the technologization that goes with it in the context of child rearing, naturally leads to the rights discourse, but that thinking about the relation between parents and children in terms of rights confronts one with a number of insurmountable problems. The concept of the "best interests of a child" that is often invoked is, to say the least, not at all clear. Smeyers contends that while the discourse of rights is clearly important and relevant insofar as the relation between parents and the state are discussed, it impoverishes our understanding of relations of family members when used as an all-inclusive framework in that context. Therefore, he concludes that we must surpass the totalizing tendency of the transformation of the social realm into a system, of defining the relation between parents and children in technical terms, and of holding parents liable for their children's upbringing.

Government intervention in child rearing: governing infancy.

In this essay, Robert Davis argues that much of the moral anxiety currently surrounding children in Europe and North America emerges at ages and stages curiously familiar from traditional Western constructions of childhood. The symbolism of infancy has proven enduringly effective over the last two centuries in associating the earliest years of children's lives with a peculiar prestige and aura. Infancy is then vouchsafed within this symbolism as a state in which all of society's hopes and ideals for the young might somehow be enthusiastically invested, regardless of the complications that can be anticipated in the later, more ambivalent years of childhood and adolescence. According to Davis, the understanding of the concept of infancy associated with the rise of popular education can trace its pedigree to a genuine shift in sensibility that occurred in the middle of the eighteenth century. After exploring the essentially Romantic positions of Johann Heinrich Pestalozzi and Friedrich Fröbel and their relevance to the pattern of reform of early childhood education in the United Kingdom and the United States, Davis also assesses the influence of figures such as Stanley Hall and John Dewey in determining the rationale for modern early childhood education. A central contention of Davis's essay is that the assumptions evident in the theory and practice of Pestalozzi and his followers crystallize a series of tensions in the understanding of infancy and infant education that have haunted early childhood education from the origins of popular schooling in the late eighteenth century down to the policy dilemmas of the present day.

Government's construction of the relation between parents and schools in the upbringing of children in England: 1963-2009.

In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent-school relations have been defined in England through government and quasi-government interventions over the last forty-five years, tracing these through an awakening interest in the relation between social class and unequal school success in the 1960s, passing through the discourse of accountability in the 1970s, marketization in the 1980s and 1990s, performativity extending from this period into the first decade of the twenty-first century, and, most recently, more direct interventions into parenting itself and the regulation of school relations with parents in the interests of safeguarding children. These have not, however, been entirely discrete policy themes, and the positive and pragmatic employment of the discourse of partnership has run throughout this period, albeit with different points of emphasis on the precise terms of such partnership.