The culture of child labor as a current expression of neo-colonialism

Authors

  • Soraya Franzoni Conde Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.7146/ocps.v24i1.128035

Keywords:

immigrant children, work exploitation, tobacco, culture, agency

Abstract

This article discusses how the persistence of child labor, especially in Brazil and the United States of America, constitutes a current facet of neo-colonialism. Cultivated as an educational and dignifying activity, exploited child labor persists and is naturalized. Schools, religions, and the legislation contribute to making the working class come to love and naturalize what in the past was understood as torture and punishment, thus jointly acting as a fundamental means of forming a new cultural form: the love of work. Initially, the article discusses how the culture of work is historically founded and then argues against the idealist and postmodern explanations that naturalize it. The argument is based on the understanding that culture has a material basis and is linked to the production and social reproduction of life. Data from the empirical research on child labor in tobacco farming in Brazil and the USA reveal the persistence of the problem among Latino children and families. We conclude with the need to found a new culture for contemporary society, based on other social and economic relations, which allows the working class to free itself from what dominates and exploits it.

References

Antunes, R. (2009). O privilégio da servidão. São Paulo: Boitempo Editorial.

Conde, S. F., & Vendramini, C. R. (2014). A escola e a exploração do trabalho infantil na fumicultura catarinense. Revista Perspectiva, v. 32, n. 3, p. 977-996.

Conde, S. F. (2016). A escola e a exploração do trabalho infantil na fumicultura catarinense. UFSC. Florianópolis, SC: Editora em Debate. 2016.

Conde, S. F. (2020). Fields Research on American’s Tobacco Farms (Report). New York, USA. Availabe on: https://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/13210.

Conde, S. F., & Silva, M. R. (2020). Persistência do trabalho infantil ou da exploração do trabalho infantil. Roteiro, v. 45, p. 1-20, 2020.

Conde, S. F., & Hermida, J. (2021). Pedagogia Histórico Crítica e posicionamento ativista transformador na Educação Infantil. Holos (Natal Online), v. 8, p. 1-18.

Burman, E. (2017). Power and politics in child development research. Cambridge Encyclopedia of Child Development.

Giroux, H. (2016). Political Frauds and the Ghost of Totalitarianism. Truthout. http://www.truth-out.org/news/item/32800-political-frauds-and-the-ghost-of-totalitarianism >. Accessed on: 15 Mar.

Gutierrez, C., & Rogoff, B. (2003). Cultural ways of learning: individual traits or repertoires of practice. Educational Researcher, v. 32, n. 5, pp. 19–25.

Gutierrez, C., & Correa-Chavez, M. (2006). What to do about culture? In: Lifelong learning in Europe. Vol II, issue 3.

Human Rights Wacth. (2010). Fields of Peril: Child Labor in US Agriculture. New York: Human Rights Watch.

Human Rights Wacth. (2012). Cultivar el temor (la vulnerabilidad de los trabajadores agricolas inmigrantes frente y el acoso sexual en Estados Unidos. New York: Human Rights Watch.

Human Rights Wacth. (2014). Tobacco’s Hidden Children (Hazardous Child Labor in United States Tobacco Farming). New York: Human Rights Watch.

Human Rights Wacth. (2015). Teens of the tobacco fields (Child Labor in United States Tobacco Farming). New York: Human Rights Watch.

Ingold, T. (2004). Beyond biology and culture: The meaning of evolution in a relational world. Social Anthropology, 12(2), 209-221.

Lafargue, P. (2003). O direito à preguiça. Editora Claridade: São Paulo, 93 p.

Mandeville, B. (2022). A fábula das abelhas. Ed: Topbooks. São Paulo.

Manacorda, M. A. (2006). História da Educação: da antiguidade aos nossos dias. São Paulo: Cortez, 382 p.

Marx, K. (2013). O Capital. Crítica da economia política: livro I: O processo de produção do capital. São Paulo, Boitempo.

Marx, K., & Engels, F. (1989). A ideologia alemã (Feuerbach). 7st ed. São Paulo: Hucitec.

Meszáros, I. (2019). A crise estrutural do capital. São Paulo: Boitempo editorial.

Mintz, S. (2017). Why history matters: Placing infant and child development in historical perspective. European Journal of Developmental Psychology, 14(6), 647–658.

McKinsey & Co (2022). The richest countries in the World 2022. Available here: https://www.jagranjosh.com/general-knowledge/list-of-richest-countries-in-the-world-1637214709-1.

N’Krumah. (1967). Neocolonialismo: o último estágio do imperialismo. São Paulo: ed. Civilização Brasileira.

Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press (Chapter 2: Development as transformation of participation in cultural activities [pp.37-62] and Chapter 7: Thinking with the tools and institutions of culture [pp. 236-258]). (Blackboard)

Rogoff, B., Dahl, A., & Callanan, M. (2018). The importance of understanding children’s lived experience. Developmental Review, 50, 5–15. 2018.

Soborof, J. (2020) Separated: inside an American Tragedy. New York, NY: Custom house. Harper Collins Publishers.

Stetsenko, A., & Sawyer, J. (2016). Culture and Development. SAGE Publications: Thousand Oaks, EUA. Available at: http://sk.sagepub.com/Reference/the-sage-encyclopedia-of-theory-in-psychology/i2130.xml.

Stetsenko, A. (2017). The transformative mind: expanding Vygotsky approach to development and education. Cambridge University Press.

Stetsenko, A. (2019). Radical-Transformative Agency: Continuities and Contrasts With Relational Agency and Implications for Education. Front. Educ. 4:148. doi: 10.3389/feduc.2019.00148

Taylor, A. (2013). Reconfiguring the natures of childhood. London: Routledge.

(pp. Xiii-xxi).

Taylor, K. Y. (2016). #From Black Lives to black liberation. Chicago, Illinois: Haymarket Books.

Thelen, E. (2008). Grounded in the world: Developmental origins of the embodied mind. In: Developmental perspectives on embodiment and consciousness. Overton, W. F., Müller, U., & Newman, J. L. (Eds.); New York: Taylor & Francis Group/Lawrence Erlbaum. pp. 99-129.

Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, Vol 15(2), 255-283. PsychInfo.

Spencer, J. P., Clearfield, M., & Corbetta, D. (2006). Moving toward a grand theory of development: In memory of Esther Thelen. Child Development, 77(6), pp. 1521-1538.

Thompson, E. P. (1981). A miséria da teoria ou um planetário de erros: uma crítica ao pensamento de Althusser. Rio de Janeiro: Zahar editores, 231 p.

_______. (2004ª) A formação da classe operária inglesa I (A árvore da liberdade). São Paulo: Paz e Terra, 204p.

_______. (2004b) A formação da classe operária inglesa I (A árvore da liberdade). São Paulo: Paz e Terra, 200p.

Thompson, E. P. (1998). Costumes em comum. São Paulo. Companhia das Letras.

United States Department of Agriculture Economic Research Service. (2021). Immigrant Farmworkers and America’s Food Production: 5. Available in: https://www.fwd.us/news/immigrant-farmworkers-and-americas-food-production-5-things-to-know/

Unicef. (2022). Child Labour 2020: Global estimates, trends and the road forward. Availabe at: https://data.unicef.org/resources/child-labour-2020-global-estimates-trends-and-the-road-forward/

Veschi, B. (2022). Etimologia da palavra trabalho. https://etimologia.com.br/trabalho/. Acesso em 04 de novembro de 2022.

Vigotski, L. S. (2002). A formação social da mente. São Paulo: Martins Fontes.

Williams, R. (1980). Culture and materialism. London-New York: Verso Radical Thinkers.

Williams, R. (1958). Culture and Society. New York: Columbia University Press.

Downloads

Published

2024-02-11

How to Cite

Conde, S. F. (2024). The culture of child labor as a current expression of neo-colonialism. Outlines. Critical Practice Studies, 24(1), 63–81. https://doi.org/10.7146/ocps.v24i1.128035