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The text examines the conditions of database production on research for, with and about children, childhood and Early Childhood Education, identifying studies conducted on the relationship between childhood, popular education and social movements. The work is theoretical and bibliographic in nature and is located in the field of metaresearch, which is a research about researches. A total of 2,246 academic papers were catalogued, including 1,055 dissertations (46.97%), 395 theses (17.58%), 395 ANPEd papers (17.58%) and 401 articles (17.87%). Of this collection, only six studies specifically had as a theme the relationship between popular education, social movements and childhood. We conclude that metaresearch and the use of databases are relevant strategies to value, strengthen and qualify the investigations we are conducting in Brazilian universities and other research centers. [ABSTRACT FROM AUTHOR]

This paper is the result of reflections inspired by observing and participating in dancing sessions with children. Our experience of the latter led to the production of images that provoked a variety of questions, and invited us to think about the relationships between bodies, dance, and various forms of education. Among these questions were: what clues about the experience of human embodiment are given through observing children's dance? What can children teach us through participating with them in this performative medium, and what are its implications for education, most especially in light of our observations of children's inventiveness in this regard? Our impressions resonate and find expression in the oeuvre of Gilles Deleuze, Félix Guattari, Michel Foucault, Jan Masschelein and Manoel de Barros. Placing ourselves under their influence, we mobilized our thinking and opened ourselves to the emergent character of their ideas, resulting in what might be called a form of "dancing-writing" in which those two forms of expression interact. This dancing-writing is informed by and imbued with children's lived experience: step by step, we walked the paths that they opened, recording as best we could their multisensorial approach to the world--gaze, taste, smell, sound, touch, movement. Ours was an experience of research on movement, with movement, in movement. As such, we harbor no intention to present final answers, but rather offer the reader an invitation to think philosophically and childishly. Ours is an invitation to dance with and among the questions which that very dance inspired. [ABSTRACT FROM AUTHOR]

This paper deals with theoretical, methodological and ethical questions raised when embracing children as subjects of research in an ethnography of the agency of the bullying concept in Brazilian contemporaneity. In order to situate these challenges in an empirical context, the paper delineates as a case study the connections that children today make between the agency of this concept and the attribution of pejorative nicknames among school peers. [ABSTRACT FROM AUTHOR]

In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared. These are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of "second generation" (counter)proposals--as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)--among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC's critique of the P4C program is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy in the school space. Particularly, PwC's proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, and since philosophical experience with children is characterized in particular by questioning and critiquing, and, therefore offers the possibility of bringing about important transformations, at both the personal-individual and the collective levels. [ABSTRACT FROM AUTHOR]

This article discusses how assumptions about the nature of childhood have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education in contemporary Brazil. We analyse two practical-discursive pitfalls that have been consolidated in these confrontations. The first, forged by anti-gender discussion and education activists, consists in the narrative construction of vulnerable childhood to be protected, and triggers moral panic at the prospect of discussions about gender and sexuality in schools. The second, more subtle trap, concerns the situation of passivity attributed to students in the school context, who are considered to be the subjects of instruction by teachers, including those moments when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner, passive and in danger made-up by the "gender ideologues," populates the narratives analysed in the first part of the paper. It allows us to discuss the political uses of the hyperinflation of this idea of child vulnerability. However, even in educational practices that invest in working gender and sexuality matters in school setting, we observe that children can be conceived as lacking agency, such as discussed in the paper's second part. In order to challenge these logics, we highlight the ludic dimension and playing with conceptual and methodological tools that can contribute to a non-pedagogizing approach to gender and sexuality in education. [ABSTRACT FROM AUTHOR]

In this paper I intend to analyze the plausibility of putting together two statements of Montaigne about himself. In the essay about the education of the children, Montaigne claims not to have heard any word of French or Perigordian before his six years; in the essay about experience, he tells us that his father sent him to be brought up in a poor village, and kept him there as long as he was been nursed. My point is that it seems implausible that Montaigne have not heard at least any word of Perigordian during his childhood. [ABSTRACT FROM AUTHOR]

This paper constitutes a reflective article arising from the research project entitled Learning two figurative uses in early childhood. Challenges and implications for education, funded by the Pontificia Universidad Javeriana between 2015 and 2020. It analyzes the need for early childhood and primary school teachers to make a conscious and explicit use of metaphors and idioms in their classroom pedagogical practices, taking into account the linguistic particularities that characterize these expressions and their relevance for learning from early ages. Likewise, a proposal is offered that allows the incorporation of metaphors and idioms in the classrooms of these educational levels, in a gradual and increasing way, taking into account the pragmatic comprehension skills of the children. [ABSTRACT FROM AUTHOR]

This article analyzes two popular libraries in the southwest province of Buenos Aires, Argentina--the Bernardino Rivadavia of Bahía Blanca Library, founded in 1882, and the Domingo F. Sarmiento de Tres Arroyos Library, inaugurated in 1899--and the creation of their respective children's sections in 1925 and 1928. This paper looks at the formation of these children's sections within the context of expanding public education and child readership in the province. By the end of the 1920s, a verifiable process of expansion and diversification of reading groups had unfolded that was both a product of, and, at the same time, an incentive for further library development and its related transformations. These institutions introduced modifications in order to respond to the growing demand and tried to play an active role in the configuration of a new readership, both by regulating behaviors and reading spaces as well as experience and tastes of the users. [ABSTRACT FROM AUTHOR]

Este texto apresenta reflexões acerca das relações entre cultura, educação e infância, a partir de estudos que se debruçaram sobre a temática da infância e dos museus, e do acompanhamento das visitas realizadas pelo público infantil ao Museu Internacional de Arte Naïf do Brasil, localizado na cidade do Rio de Janeiro. A investigação teve como objetivo contribuir para o diálogo entre os campos da Educação e da Museologia com vistas à garantia do direito de acesso e ao atendimento de qualidade das crianças pequenas a esses espaços. Com os resultados da pesquisa, foi aferido que os museus possuem um enorme potencial no desenvolvimento de momentos lúdicos de aprendizagem para o público infantil, desde que se diminua a lacuna nos estudos teóricos que elucidam as especificidades da infância nesses espaços. [ABSTRACT FROM AUTHOR]

Current paper analyzes the textbook called Pequena História da Educação by Sisters Francisca Peeters and Augusta de Cooman (1936), which was widely used in Training Colleges in Brazil. The concept of History, Education and Childhood in the textbook are discussed. [ABSTRACT FROM AUTHOR]

The author and her colleagues have been conducting philosophical experiences with children and teenagers in the city of El Bolson, Río Negro, Argentina, since 2007. During 2011 and 2012, we worked on different levels--with kindergarten students, in primary and secondary schools and in colleges--and also held regular meetings with all the teachers involved in the experience. A rigorous, in-depth analysis of these meetings allowed us to establish a common list of criteria, so as to arrive at a systematic way of evaluating the quality of our own work with children. The general criteria were: 1) What does the facilitating adult want to know, and how are her questions related to the child's? 2) What can we learn about the evolution of the child's thinking when he is faced with the "big questions" about human life and gives us his point of view? How do these responses differ according to age? These criteria allow us to study children's representations and their evolution over time. 3) What internal changes do children experience as a result of the experience of doing philosophy? This question relates directly to the discoveries children make about themselves during the philosophy workshops, and it evokes the fundamental question at the heart of our research: what is the use of these workshops? What aspects of child development do they serve, how do they influence the images that children are able to make of their own capacities and of their own culture? The specific criteria designed for each grade level and some of the results of our analysis are also discussed in this paper. [ABSTRACT FROM AUTHOR]