READING AND WRITING AS A POSSIBILITY OF AN INFANT RELATIONSHIP WITH TIME

Abstract This paper problematizes the way in which children have related with time, by examining school notebooks dated from 1923 to 2016 collected in the State of Rio Grande do Sul, in the south of Brazil, and workshops held with students and teachers in public schools. Arche-genealogically, it highlights the displacement of writing and reading practices that addressed life and death to a focus on a chronological time counting, in which childhood has been both narrated as a promise of future and, more contemporarily, crossed by symptoms of acceleration, performance and utilitarian instrumentality. Thus, it regards childhood as a condition of experience, which can be potentialized by writings and readings that might enable other ways of thinking and existing.摘要 本研究通过检视收集自巴西南部南里奥格兰德州（State of Rio Grande do Sul）、时间跨度为1923年至2016年的学校笔记本，以及与公立学校师生共同开展的工作坊活动，对儿童与时间的关联方式展开问题化探讨。从考古-系谱学视角出发，本研究揭示了读写实践的转向：原本以生命与死亡为核心议题的读写实践，逐渐转向以按年代计量的时间为核心。在此框架下，童年既被叙事为未来的期许，又在当代愈发为加速主义、绩效主义与功利工具性的症候所贯穿。据此，本研究将童年视为一种经验性状态，可借由读写实践赋能并拓展其潜能，进而催生别样的思维与存在方式。