Resumo

TOASSA, Gisele. Anomalous modernity and preschool education: analysis of a pedagogical relationship and its effects on ontogenesis of child consciousness. Psicol. educ. [online]. 2012, n.34, pp. 84-103. ISSN 1414-6975.

This article reports research in a public school kindergarten located in the state of São Paulo. In a cultural-historical theoretical framework, the main concepts employed were consciousness, meaning, sense, internal position, activity and role-playing. Methods: interview, participant observation, analysis of school activities and their products, and three experimental situations. The results indicate the development of consciousnesses characterized by submission and individualism, producers of senses in which there was evidence of the formation of an unjust social hierarchy, in which public and private overlap. These aspects were tone for the analysis of school's insertion in the history of Brazilian early childhood education - part of a society which we strive for understanding through the concept of "modernity anomalous" prepared by the sociologist José de Souza Martins.

Palavras-chave : historical-cultural psychology; consciousness; psychosocial development; anomalous modernity; early childhood education.

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