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The purpose of this article is to present some contributions about the child and childhood, from the understanding of experts such as Francesco Tonucci, Gilles Brougère, William Corsaro, Janusz Korczak, Alain Renaut, Clarice Cohn, among others. A theoretical review, which was not exhaustive, allowed to search closeness and distancing points among these authors from various disciplinary fields, who use/used, in their investigations, children observations in different areas: school yards, towns, villages, etc. They agree with the existence of an active-participatory and real child, in the present. They emphasize the influence of cultural context as one of the determinant keys of socialization, they have different concepts, including on culture, and also attribute different meanings to apparently similar terms. [ABSTRACT FROM AUTHOR]

This text presents the Children's Museum as a creative, alternative and complementary space to the formal education and highlights the characteristics of a Project with pedagogical qualities to attend the child audience. Without this project, the activities of the museum will have their objectives damaged. Besides, this work highlight the interactive methodology as fundamental in the expositions performed by children and searches the social inclusion not only for children, but also for adults, especially elderlies from the community. To achieve the aims of research, it is developed activities in order to provide the creation of pedagogical resources: a virtual one called Imaginary Children's Network, end another of intergenerational leaning called Memory Troup. [ABSTRACT FROM AUTHOR]

This article "The Historical-Critical Pedagogy in the context by Theories of of Education" is a literature review about the bases of Historical-Critical Pedagogy. This pedagogy is originates in Brazil, in 1980's how alternative by others pedagogies. This article wanted to put in context the Historical-Critical Pedagogy in the Theories of Education and show how the dialectic can be a knowledge method and can be used how education. This article is part of the dissertation "A teledramaturgia em sala de aula: as minisséries como recurso pedagógico para o ensino de História". That dissertation had funding by Prosup/Capes. [ABSTRACT FROM AUTHOR]

This article reviews a collection of findings drawn from the works of some present researchers in the fields of psychology, sociology, teaching and philosophy on understanding human development and the mental representation about children. It has been clear that the web model and the emphasis on interactions and/or inter-subjectivity are predominant in the comprehension of the above mentioned development. Regarding the mental representation about children, the child is treated as “an individual subject, a whole person, a social primary actor, a parameter of the changes to be performed in the cities. In consequent, these mental representations impact on the child-adult relationship, that is, by the way, expressed on the pedagogical project in the Brazil’s Children Museum, in which the children are co-builders. [ABSTRACT FROM AUTHOR]