Ugdymo vaikystėje kaitos diskursas: reikšmių kontekstualizavimasis švietimo dokumentuose

Abstract

Continuing the research of the changing discourse of childhood education, happening in the policy of education, this article analyses what are the meanings, connected with the change of policy of children education, which educational documents construct as well as reconceptualizes the image of the childhood policy presented in documents. The subject of the analyzed discourse of the change of children education in recent decades out of academic-scientific issue became a political, public discourse involving educational, social care organizations, political and academic elite, representatives of the children's rights defense organizations. This discourse is considered to be a reflexive response to the understanding, which is formed by the values of the modern culture and by their contextualized social-educational reality. The changing discourse is revealed as a new childhood cognition social, humanitarian constructing method, which helps to answer the most fundamental questions for the policy of education related to the childhood education. From this point of view, childhood conceptions as well as children education and care, as a changing problem of the social right, are becoming a social, political subject of a public discourse rather than the object of the scientific research; this may be compared to the transition of the pedagogy as such from the national meaning of an ideological scientific object to a new level of childhood anthropology, ecology and other social, political matters of the 8-9 decades of the XX century. Referring to the theoretical analysis, it is stated that modem childhood policy is being implemented in the reticulated structure, where substantial change of strategic state functions taking place (transition to the active policy), the new conception of the childhood policy, more emphasizing child's involvement and mediation as a "management net" elements, is being developed