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Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our participation in the XIX Argentine Congress of Therapeutic Accompaniment (AT) organized by the Argentine TA Association (AATRA) at the Faculty of Psychology of the National University of Mar del Plata (UNMDP) motivated a shared writing task in which we propose to think creatively about the about the function of the therapeutic companion (at) as an agent of health and change, through reference and the theoreticalclinical assembly regarding the problems of a girl who, in her transition through puberty, called us to the review of an approach that recreated the importance of interdisciplinary work. The creativity (Winnicott, 1996) of a multi-referential framework (Bálsamo, 2022) allowed us to think about a living space and professional determinations when therapeutically accompanying the emotional development of the girl mentioned as a patient and accompanied In our record of the AT and its meaning, protecting the conditions of right to the psychic process, to the instance of changing and growing, strongly refers us to a place of production of a subjectivity with ample space for the subjectifying (Frison, 2023). It is a position that ethically leads us towards a desire that privileges the singular in listening. A transitionality (Winnicott, 1996) that implies a maintenance in continuity of offering expression to the being, promoting the event and emancipation (Bálsamo, 2022). The presence, his observation and listening available in the exercise of his practice, his place in the interdisciplinary team, make the importance of the function of the at. [ABSTRACT FROM AUTHOR]

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Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The article seeks to understand the meanings that have been attributed to the processes of evaluating learning in early childhood education, based on the analysis of evaluation reports of children enrolled in three Municipal Centers for Early Childhood Education, located in peripheral territories of the city of Vitória-ES. Based on authors such as Hoffmann (2012) and Godoi (2010), it discusses the assessment of learning, reflecting on how assessment reports have considered the social contexts of impoverished children's lives. It resorts to the assumptions of action-research, systematized in an extension course with Early Childhood Education professionals. The course made it possible to direct views towards classifying and excluding evaluative practices. An education focused on the schooling of children was evidenced based on hegemonic models also present in the evaluations, which disregard social realities. It was possible to rethink, together with the collective, educational-evaluative practices that respect children's subjectivities, in a movement in defense of a public and quality education, effectively inclusive. [ABSTRACT FROM AUTHOR]

It presents problematizations based on inclusive practices in the educational context of a Municipal Center for Early Childhood Education in the city of Serra in the State of Espírito Santo, Brazil. It aims to make visible and debate possibilities of conversations between early childhood education, care, social reality, learning and children's well-being, at a time when there is a growing increase in the number of children called, at this time, atypical. It investigates from networks of conversations and research with everyday life; modes of resistance as an aesthetic experimentation of living childhoods in their highest potency in the school context. It weaves approaches with the theoretical intercessions of Deleuze (2006, 2010), Freire (2000, 2005), Kohan (2004), among others that problematize education as an invention of worlds and resistance. It invests in affective compositions, based on an attentive and sensitive listening to childhoods and the contexts experienced with school daily life, in the invention of possible worlds that can affirm life and learning as a strength, in the face of social vulnerabilities. [ABSTRACT FROM AUTHOR]

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Sociedad e Infancias is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of O Social em Questão is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Crítica y Resistencias: Revista de conflictos sociales latinoamericanos is the property of Fundacion El llano - Centro de Estudios Politicos y Sociales de America Latina (CEPSAL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Tempo e Argumento is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arte y Políticas de Identidad is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article problematizes work practices with children, analyzing especially adultcentric practices and the ways in which they characterize public policies aimed at childhood in Brazil. Our study was based on the cartography method, which made it possible to monitor the uncertain psychosocial landscapes caused by the Covid-19 pandemic. It used methodological concepts from Institutional Analysis and the Sociology of Childhood, which intersected with elements of Afroperspectivist philosophy, such as represented among the Ibeji and the Erês. The methodological tool adopted was the Conversation Circle, carried out online, which operated as a group apparatus characterized by welcoming and sharing, where it was possible to gather and analyze data on adult-centric practices among workers from different public agencies in health, social assistance and education, aimed at children in the state of Espírito Santo. Research diaries were also produced, which were referred to in the analytic process. The text identifies several aspects of Erean adult's views of childhood, and offers insight into the knowledge and practices that contribute to the process of becoming-Erê, a possibility that can be exercised at any stage of life. [ABSTRACT FROM AUTHOR]

This study reflects on the ways in which children, during pandemic times, expressed themselves and came into contact with their teachers and classmates through Image-Letters, ways of saying and saying themselves to the world through audiovisual media. Sensible sharing of their daily lives were revealed by these media and made us think about the diverse childhood of this time. The theoretical framework that supported this work had the contribution of De Certeau regarding studies on everyday life, Walter Benjamin with his writings on childhood experience, Sandra Corazza and Walter Kohan with their contributions to studies on contemporary childhoods and Virgínia Kastrup who supported us on to the cartography method, a methodological approach that allowed us to follow the research process. The objective of this work was to observe the ways in which children communicate through verbal-visual media and what type of content and everyday fragments they choose to share their experiences during the pandemic period. with the school institution. It is important to highlight that the dissemination of the images was authorized by the children and their guardians through a free and informed consent term, in compliance with the ethical principles of research with images of children. Furthermore, the images are available through QRcode and can be accessed through a smartphone camera. [ABSTRACT FROM AUTHOR]

This study has as its general theme childhood, understanding it from the philosophical and psychological perspective of Jean-Paul Sartre (1905 - 1980). It delineates a socio-historical and existential look at human phenomena, allowing us to think about "childhoods", diverse and situated. We focused on the tale A Infância de um Chefe, from the book The Wall, by Sartre, to articulate the conception of this philosopher's constitution of subject, with the situations and experiences of the character Lucien Fleurier as a child. By undertaking the correlation with the Sartrean theory, we highlight the main mediations of Lucien's life, as well as the way he experienced them and how he conducted his relationships, especially in a confused and solitary way, in which the experiences of imagination and emotion appear as central. The Sartrean tale illustrates the historical hierarchical relationship between adults and children, in which the former ones are considered active subjects, holders of knowledge while the latter ones are often considered passive and placed as objects, with a predetermined future, with few resources to become subjects of their stories. [ABSTRACT FROM AUTHOR]

Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Confluenze. Rivista di Studi Iberoamericani is the property of Universita di Bologna, Dipartimento di Lingue, Letterature e Culture Moderne and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this work, let's analyze the historicity of children's television consumption, by looking at the transformations of the Turma da Mônica brand, having as its object the web series Mônica Toy. In this sense, we will also reflect on how childhood is nowadays in the relationship with the Brazilian audiovisual, especially in the internet. We chose Mônica Toy in the conection with the affective memory of the brand, known in Brazil for more than five decades, and articulated to the globalizing culture of the internet. We will use as an analytical guide the map of cultural mutations, proposed by Jesus Martín-Barbero (2009), because it guive directions to perceive how the communicative process is integrated with culture, technology and society. [ABSTRACT FROM AUTHOR]

This paper approaches children's literature as a field of production whose aesthetic and political effects multiplies the possible modes of existence, calling us to an ethical disposition to interrogate the world. The research about children's literature, mindful of contemporary phenomena, gains relevance when considering the welcoming processes of those who migrate, therefore, of alterity. Considering these premises, the article analyses the relations between children's literature and the great waves of contemporary migration, leaning on the works of Latin American authors. Thus, it argues that, between children's literature and the journey through seas and deserts, lines of migrant childhoods are embedded as two points of beginnings that signals the aesthetic, ethical, and political effects of literature. [ABSTRACT FROM AUTHOR]

An Island called Serendipity: Ethics in the Philosophy with Children Project. This text proposes some lines of reflection and action related to a project that links philosophy and childhood, whose pedagogical and investigative activity has been developed in the province of Córdoba, Argentina, for more than twenty-five years. To do this we recover an experience of workshops with children and adults, in a continuous process of reflection on childhood and how children think about themselves. That experience focuses on imagining a particular space and time - living together on an island where adults cannot be found--and from there question the forms of decision making and participation - of political action - that children perform in the territories they inhabit. Here it is proposed that the circumstance of incompleteness regarding issues such as politics and sexuality encompass all age situations and, therefore, it is more appropriate to let ourselves be traversed by restlessness and doubt than to accept a preconceived world in which problems quickly find answers, and what you do not know or cannot be located in a fixed category is unknown, ignored, or remains hidden. We propose to start by not postulating any pre-conceived notions regarding childhoods--thinking of them as hypotheses with unexplored names, bodies and thoughts to get to know. Likewise, it is assumed that reflection on teaching practice relocates philosophy teachers as intellectuals who keep universal explanations in their "professorial pockets," and reinvent themselves by dealing with specific problems, the small discoveries one makes through exchanges with others-- those others that, as in the case of children, there is much to learn about and from. This is the ethical and political task that emerges from a continuous reflection on shared action. Welcome, then, to the island where everything is to be decided and participated in, the island of Serendipity. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Lúdica Pedagógica is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article derives from my participation in the II Congress of Childhood Studies: Politicizations and Aesthetics, held in September 2019, at UERJ/Maracanã. My speech entitled Childhoods, Culture and Intergenerational Relations in everyday life, was delivered in the conference "The ethnic-racial issue and the generational issue in childhood" having at its core extreme burning issues in Childhood Studies: both ethnicracial and generational issues, arguing how these intersecting points (Collins, 2017) have effects on the daily life of Brazilian children, especially children from the popular classes who live in the outskirts of the big cities, such as the slums and urban borders of the state of Rio de Janeiro. In this pre-text, I chose to speak of this Other, named the child from the popular classes, the one who lives in the outskirts, in slums and popular areas. Those who, despite being infants deprived of speech, dare to speak among themselves and are spoken of by us, teachers and researchers of childhood. Considering our proposal of establishing conversation as a device for an encounter (Deleuze, 1998), I tried to speak of this Other, using my notes from the day of the conference, and the voices of authors with whom I dialogue in my studies, researches and daily work in different territories of the city (Tavares, 2019), understanding the contemporary city as a place of encounters, both good and bad. Above all, the city is a place of intergenerational meetings where the co-existence is possible. [ABSTRACT FROM AUTHOR]

Pedagogical practices in the terraces of Quimbanda indicate the modes, for which, the subjects, are taught in these locations. This text presents some educational activities with attention devoted to children and childhoods of six terreiros de Quimbanda of Rio Grande, within the Rio Grande do Sul. The study that follows has written narrative character, from excerpts of diaries, produced in six terraces, that pedagogical practices are of the order of freedom of choice, broadcast through the jokes and routines of each location. Also, it was noticed that in relation to children, they are understood as part of the terraces and the rituals they are educated. In addition, they have free movement on the terraces being responsibilities of adults mediate situations and guide the verbalization of knowledge, without that would express your thoughts. [ABSTRACT FROM AUTHOR]