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This text presents a reflection on the relationship between Education and the Justice System in the formulation of Public Policies that deal with children and their rights. It brings the cut of a doctoral research presented in 2019 to the Graduate Program in Education of the Federal University of Santa Catarina - UFSC, to the Research Line Subjects, Educational Processes and Teaching / Teaching and Training of Educators, whose objective was to understand through of the APOIA Online Protocol and its flow within the Program for Confronting School Evasion linked to the Public Ministry of Santa Catarina, how the approaches between Education and Justice are built. It was characterized as a documentary and field research, integrated to an ethnographic approach. Violence is understood here from the perspective of Arendt (2018). The central concepts of the research-thesis focused on Education, Justice, Childhood and Violence, with attention to child abuse. For this article, however, we opted for the clipping that evidences the discussion between Education and the Justice System and the relation that is established in the elaboration of the Public Policies directed to the childhoods. The research pointed out, among other things, that the invisibility of so many children or of the ones close to the mistakes in the official data compromises the creation of Public Policies focused on the purpose of protecting and guaranteeing the rights of children and adolescents. [ABSTRACT FROM AUTHOR]

This article seeks to show, based on the analysis of pedagogical opinions produced at a kindergarten / nursery school in the state of Rio Grande do Sul, the ways in which children are narrated through knowledge that moves the performance of teachers to produce the child in this space that has been consolidated in a school culture. In analyzing these pedagogical opinions we aim to refer to the importance of teacher education and her/his participation in the construction of a culture of Child Education in the context of Basic Education and for the production of the child in the contemporary world. The methodological analogy that we put into operation is the one of the sieve that by the movement causes to process by the pass / fall the disposable elements to make appear the valuable element. A ciranda in which you select, by the knowledge that circulates in the school environment, by the sifting movement, framework and production processes for children. The article concludes by pointing out the need to, in the contexts of Early Childhood Education, the production of knowledge that designs an educational culture for Early Childhood Education. [ABSTRACT FROM AUTHOR]

The main purpose of this theoretical article is to understand the roles taken by educators in formal and non-formal educational institutions for infancy. The mediation of human development and its historical, affective and biological constructions mobilizes theories of education that highlight interfaces of concepts in biology of knowledge and childhood education. The reflections in this text present the systemic panorama of the processes of socialization in the education of children, indicating that contexts can be formal, non-formal or informal. This demonstration allows us to conclude that education is always an essential right of children in any educational environment. In these scenarios the roles of educators must be involved and guided by being, doing and talking with children. [ABSTRACT FROM AUTHOR]

This article aims, from the postcolonial studies, the sociology of race relations, and bibliographic research data on peer cultures, to problematize young children's education in historical and social contexts marked by processes of racialization. It is about disquietudes that arise from the research carried out in a Brazil-Italy transnational context, concerned with understanding the children's place in the debate of citizenship and rights, considering the realities marked by immigration and historical ethnic-racial relations that result in social, cultural, and political phenomena that are built upon social and racial segmentation and segregation. In the Italian context, the article analyzes child education and the challenges that the migratory movement in the last decades have posed to daycare centers and preschools in intercultural terms. In Brazil, the historical trajectory of the construction of a political educational agenda that involves the cultural and ethnic-racial diversity is resumed against the monoculturality, guiding perspectives in the field of interculturality. Based on the analyses, it can be emphasized that the effects of racism are similar between the two countries since they correspond to a form of structuring of the society, but with distinct characteristics in their form of segregation and hierarchization, posing a challenge to the construction of educational practices for children in both countries. [ABSTRACT FROM AUTHOR]

The great diversity of South America, in theirs diverse countries and histories, is immersed in a variety of contexts that mix languages, political, economic, social trajectories, and ethnic compositions that pass through children's lives. This characteristic has demanded efforts of the researchers who focus the children as social agents and producers of culture, taking into account these concepts from the sociocultural reality that children are inserted. Based on an exploratory research of the studies and scientific productions of Childhood Studies in South America in Spanish-speaking countries, this article aims to analisy the educational themes identified in the research with and about children, considering the cultural contexts, as well as to point out aspects of education in the productions of the countries where the presence of the field with more density was identified. It is also important highlight that the cultural contexts in which children are immersed besides social and educational policies to childhood set up the children's experiences in educational institutions, being important to consider the diversity and multiplicity of childhoods in the educational processes. [ABSTRACT FROM AUTHOR]