Violência simbólica na educação infantil: um relato de experiência sobre a construção do ideal de "bom aluno”

Abstract

This experience report stems from concerns arising from the Supervised Internship in Early Childhood Education, carried out in the Pedagogy program at the Federal University of Goiás (UFG), Goiás Campus, regarding the figure of the “good student” as a normative standard that guides expectations, regulates behaviors, and directly influences the recognition of children in Early Childhood Education institutions. Thus, this study aims to analyze the concept of the “good student,” seeking to understand how it is shaped by social markers such as class, race, and gender within the context of Early Childhood Education schools. Furthermore, it investigates how this ideal is maintained and legitimized through symbolic violence, which contributes to the exclusion and silencing of childhoods that do not conform to this hegemonic system. To this end, the study adopts a bibliographic review and an analysis of the field diary produced during the internship period. The dialogue with authors such as Pierre Bourdieu (1989) and Lima and Machado (2012) enables an understanding of the observed practices through the concepts of symbolic violence and the “good student,” which guide the interpretation of the reported experience.