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In this paper, we address the relationship between ethics committees and children involved in qualitative educational research in Chile. In light of a central and recurring challenge (protection versus participation) and its implications, we reflect on informed consent as an instrument that embodies the power of ethics committees within the research process. We inform this reflection with extracts of visual ethnographic fieldwork carried out in 2017 in a marginalised school in Santiago, Chile, with children aged from 8 to 13. We draw on the principles of the Belmont Report (respect, beneficence, justice) to contrast procedural with situated ethics. [ABSTRACT FROM AUTHOR]