School, family and child labor: subjectivity and disciplinary practices

Abstract

Explanations of child labor generally seek to establish a causal relationship between work and poverty, thereby limiting its focus to economic aspects and on capitalistic work production which promotes social inequality. While not overlooking these aspects, we propose to reflect upon other considerations that might be influencing the early involvement of children in the labor force. This study therefore, seeks to discuss the subjective and disciplinary aspects that are present in the discourse of mothers and school teachers who study and work in the vegetable gardens in an agricultural community located in the north zone of Natal, RN. The depositions were examined according to the discursive practice perspective. It was observed that, in general, the discipline is greatly involved in the discursive practices of the subjects. Even though child labor was seen as a mechanism that obviates the infant stage of the child and restricts a young person’s ability to indulge in their studies and play, it is still considered to be an important alternative to street life. For both parents and teachers, work is something that can free the children from the risks of vagrancy, criminality and the use of drugs. It is noted that even though the children are enrolled in the School- Grant Program, their work in the vegetable gardens continues to be an effective practice in the context of these families. This practice has been enforced by disciplinary and socializing institutions, the family and the school, as represented in this study by the mothers and schoolteachers.

Keywords: child work; subjectivity; discipline power.