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La infancia es una invención de la modernidad, en tanto sensibilidad de la sociedad y la familia frente a los niños, que lleva a otorgarles una importancia no asignada en la antigüedad ni en el medioevo. Benjamin, Agamben, Marcuse y Kohan, autores de la teoría y pedagogía crítica, la comprenden como una experiencia de cambio y de formación no reductible solo a los niños. Por ello, en singular, infancia se entiende como experiencia formativa, y en lugar de estar asociada a concepciones reduccionistas de comprensión biológica, reconoce implicaciones antropológicas, pedagógicas e históricas, tales como: comienzo, despertar, historicidad y lenguaje, y afirma la posibilidad de formación por vía educativa. En plural, infancias, expresan las múltiples materializaciones contextuales, conceptuales y biográficas de la infancia. Por lo anterior, el propósito de este trabajo es comprender que, desde las obras de Benjamin, Agamben, Marcuse y Kohan, la infancia y las infancias implican pedagógicamente reconocer la posibilidad de perfectibilidad – formación humana desde la educación. Para ello, la metodología establecida fue una aproximación crítico – reconstructiva que permitió develar la concepción de infancia en los autores, y de paso establecer una crítica pedagógica a la sociedad que sirve de contenedor existencial a los autores y obras citadas. De modo que el singular permite reconstruir el sentido colectivo, dado por estos pedagogos, y el plural sirve para identificar las diferencias según sus temas y problemas.

La entrevista “Infancia, arte, arquitectura y educación” fue realizada a Jorge Raedó en 2022 en el en el marco de la Red Iberoamericana de Investigación Rede Emíli@, que convoca a investigadores iberoamericanos con el objetivo de dialogar sobre infancias y juventudes. Raedó realizó un recorrido por la experiencia de «Ludantia, I Bienal Internacional de Educación en Arquitectura para la Infancia y Juventud», y otras actividades artísticas, culturales y educativas de su autoría. Cada tramo del relato es ilustrado con imágenes que posibilitan vislumbrar esas experiencias en sus contextos de realización. Raedó concibe a la arquitectura como lenguaje y narración personal y colectiva en la que las infancias son actores fundamentales, destacando sus experiencias niños y jóvenes en diversos países. Mediando la entrevista, explica una trilogía que resume tres inquietudes: infancia, arquitectura y educación (luz amarilla, sonido verde, viento azul). Considera que la imaginación es constructora de memoria y amalgama nuestras vidas y destaca la relevancia de la belleza como búsqueda. La entrevista finaliza con la imagen de infancia que recorre y basa su labor, la infancia conjugada con la humanidad, su fragilidad, la necesidad de vivir juntos, y allí la relevancia de la educación y la docencia como guía.

Introducción. La consideración de la infancia en los procesos de intervención social es una preocupación para los y las profesionales de los diferentes sistemas orientados a proteger a este colectivo. Más aún en contextos complejos como son los de violencia de género en los que se ven implicadas además de las mujeres, sus hijas e hijos, considerando el impacto negativo que la violencia de género tiene en su desarrollo cognitivo y emocional. Pese a que la intervención socio-jurídica se caracteriza por priorizar la protección de la infancia y adolescencia, su participación, en muchas ocasiones, no se da de manera suficiente quedando relegados a un segundo plano. Metodología. El objetivo ha sido conocer la visión de las y los profesionales sobre la protección, participación y atención que recibe la población infantil en los contextos de intervención en violencia de género en la familia. Para ello, se ha optado por una aproximación cualitativa a través de entrevistas en profundidad a profesionales presentes en estos contextos de intervención en los que concurren los niños y las niñas. Participaron un total de 17 profesionales (concretamente de los ámbitos del trabajo social, psicología, jurídico y sanitario). La entrevista contempló dos ejes temáticos dirigidos a conocer la valoración que realizan los y las profesionales sobre el marco normativo e institucional que impera en estos contextos de intervención y la reflexión sobre la praxis profesional que se da en los mismos. Resultados. Los resultados del análisis de las entrevistas indican que se dan una serie de dificultades para propiciar una participación real de la población infantil, haciendo referencia a su insuficiente consideración, una mala aplicación del “Interés Superior del Niño y Niña”, la falta de formación especializada de los y las profesionales y una revictimización del colectivo infantil. Discusión. De acuerdo a las evidencias que ofrece la literatura, los resultados confirman que la intervención sobre violencia de género en la que está implicada la población infantil muestra una insuficiente consideración de la misma y, en consecuencia, una falta de participación y presencia de sus intereses y necesidades, mermando su capacidad de protección sobre este colectivo. Conclusión. En este trabajo se ha puesto de manifiesto la importancia de la participación de la población infantil y adolescente en contextos de intervención en violencia de género en los que se ve implicada, así como las dificultades para su participación sobre las que deben realizarse cambios de cara a ofrecer una mayor protección de este colectivo.

Breastfeeding is a fundamental human right which protects the dignity, equality, and mother and the infant´s freedom, no matter the origin, gender, religión, sexual orientation or any other personal characteristic. It is an act that respects and promotes the human rights to life, health, equality, no discrimination, dignity, higher interest of the infant, education, information, privacy, autonomy and adequate feeding. [ABSTRACT FROM AUTHOR]

Background: Vitiligo is a multifactorial disease characterized by the progressive loss of melanocytes. The worldwide prevalence ranges from 0.5% to 2%, and in children from 0% to 2.16%. The objective of this study was to determine the variables associated with progression of vitiligo. Methods: A retrospective cohort was carried out where a random sample of records of pediatric patients with vitiligo from January 2016 to December 2020 was analyzed. The variables were studied: age at onset, sex, hereditary family history, personal history of thyroid diseases, time of evolution, classification, Köebner phenomena, mucosal vitiligo, halo nevus, premature graying and the presence of other dermatoses. The final state was classified as progression, stability, partial remission and complete remission. Results: 574 children with vitiligo; 290 (50.5%) women, 284 (49.5%) men. Non-segmental vitiligo in 324 (56.4%), segmental vitiligo in 250 (43.6%). Mean age of onset 8.7 years (SD: 4.54). Median evolution time 6 months (25th percentile of 3 months and 75th percentile of 24 months). Family history 27 (4.70%). Thyroid disease 7 (1.21%). Evolution remained stable in 44 (7.7%), 68 (11.8%) had progression, 32 (5.6%) complete remission, 222 (38.7%) partial remission and 208 (36.2%) one consultation. Non-segmental vitiligo was obtained p < 0.028, younger age of onset p < 0.000, and none skin comorbidities p < 0.009. Conclusions: The variables that were associated with a more progression were non-segmental vitiligo, early ages at the onset of the disease, and not presenting with other skin diseases. [ABSTRACT FROM AUTHOR]

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The complexity of the social, cultural and political dynamics of globalisation brings with it challenges in which intercultural education becomes an option for mitigating inequality gaps in communities. This study analyses Venezuelan child migrants in Colombia. It is a mixed, interpretative, phenomenological study using interviews, participatory observation, social cartography, field diary and questionnaire. The study established that the process of migration has a direct but silent impact on the cognitive and socio-emotional development of the children. The findings inspired the creation of the pedagogical strategy "Uniting Borders", consisting of an introductory focal activity and five workshops aimed at developing socioemotional skills and cognitive processes in the children, based on the pedagogy of otherness, the Reggio Emilia pedagogy. It was concluded that it is essential for the educator to take a humanist approach by recognising the uniqueness of each child in their daily life; the pedagogical strategy provides tools to improve their relationship with themselves and others, encourages cognitive development, and motivates them to set themselves goals based on the recognition of their environment and of uncertainty. Uniting Borders can be replicated in other territories receiving migrant children populations. [ABSTRACT FROM AUTHOR]

This research is divided into three parts. First, we present the legal notions and the various problematic aspects associated with the right to gender identity of children and adolescents in Law No. 21,120. Subsequently, we analyze some sentences that demonstrate the application that the Chilean courts make of the aforementioned regulation, a review that allows us to verify the work of these bodies in order to circumvent the restrictions of the norm. Finally, we examine the latest legal initiatives aimed at modifying the current regulation, establishing some criticisms and opportunities for improvement. [ABSTRACT FROM AUTHOR]

Based on experience as a psychoanalytic psychotherapist in an interdisciplinary team for the care of children, this article seeks to conceptualize interdisciplinary clinical devices as mobile strategies, taking the relational approach in psychoanalysis and the complexity paradigm. Reflection is made on the effects of intragroup work of the team as a peer collective and on the team-child-family relational network as a driver of change. Interdisciplinary treatments in situations of disorders of symbolization and identity in childhood are exemplified, analyzing multiple transferences and common and heterogeneous areas of treatment, including work with parents and educational institutions. [ABSTRACT FROM AUTHOR]

In Argentina, historians have made important contributions to our understanding of the relationship between childhood and leftist politics. Despite this, our conception of 'anarchist childhoods' - and of what could be called the 'anarchist life cycle' - remains relatively limited. Therefore, this article examines the interactions between children and adults in the Argentine anarchist movement and delves into the ways in which anarchists understood childhood. The analysis focuses on the city of Rosario de Santa Fe, drawing on the contemporary press, and archival material produced by the local authorities and activists of the late-nineteenth and early-twentieth centuries. The central contribution of this work is its definition of anarchist pedagogy and parenting as forms of 'prefigurative politics': encapsulating the ideals of the movement, they became means of constructing, in the present, the future anarchist society. [ABSTRACT FROM AUTHOR]

This work aims to discuss the representations of children's solidarity in the short stories A Menina de Lá, by Guimarães Rosa (2011), and A Menina sem Palavra, by Mia Couto (2018). To this end, it is based on bibliographical research and Comparative Literature, Short Story Theory and Childhood History. The results of the analysis demonstrate the difficulty of speech and interaction of the child characters with/in the family. The conclusion of the article is that the authors' narratives represent voices, bodies and performances of previously silenced children, thus configuring possibilities for comparative reading of Brazilian and Mozambican literature. [ABSTRACT FROM AUTHOR]

This paper addresses the potential for using childhood memories shared on social media as a means of interrogating experiences of twentieth-century social historical geographies of home and family life. In so doing, the paper discusses briefly the value of children's perceptions as guests in others' homes as an insightful source of data, before exploring the value of social media as a place for sharing these recollections and accessing them as a researcher. The paper draws data from a thread on the popular UK-based parenting website and internet discussion space, 'Mumsnet', asking contributors to share the 'weirdest' thing they saw at someone else's house when they were a child. This paper positions social media research as an ethically, epistemologically and ontologically sound approach to creating data for geographical research, which has become well-established in other sub-disciplines. The paper seeks to explore what it is to remember intimate childhood experience alongside those whose memories might reflect or conflict with your own. Further, the paper addresses the way in which a social media thread created new narratives and uncovered long-buried memories which provide an insightful lens for exploring a particular domestic historical geography. [ABSTRACT FROM AUTHOR]

The aim of the present study was to assess the impact of past traumatic war experiences on preadolescents in the Gaza Strip, which could be useful for psychological intervention with current and future child victims. Participants were 521 preadolescents from United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools, aged 11 and 13 years old. Sections I to IV from Iraqi Version-Arabic of Harvard Trauma Questionnaire was used to assess trauma experiences and Post-Traumatic Stress Disorder (PTSD). The results show that the preadolescents in the Gaza Strip witnessed the destruction of their homes and the murder of family members and friends. A quarter of the individuals assessed either suffered torture or witnessed others undergoing it, including sexual assaults. Almost half of them experienced a lack of food and clean water. The traumatic and torture experiences seriously affected preadolescents' mental health as 26.29% met criteria for the diagnosis of PTSD. The data analysis revealed two PTSD modalities, with the severity of impact depending on whether social implications were involved. Further research is required to check whether these two modalities fit to PTSD and complex PTSD. Understanding the effects of past wars on preadolescents in Gaza and distinguishing between different PTSD types could enhance comprehension of the impacts of current attacks on child victims. It can also aid in determining the type of intervention needed to minimize the impact on the mental health of Palestinian youth, enhancing their resilience through psychological and social support. [ABSTRACT FROM AUTHOR]

The objective of this article is to analyze how the experiences of girls, boys, and adolescents in the context of the Colombian war have been received and incorporated into the institutional work of memory construction. The analysis is based on a review of reports produced by the Historical Memory Group of the National Commission for Reparation and Reconciliation and the National Center for Historical Memory. The article begins by highlighting the inadequacy of articulated language in capturing the childhood and youth experiences of violence. It then examines how the testimonies of children and adolescents have been included in institutional memory reports to determine the validity attributed to the knowledge these testimonies can provide. Finally, the article concludes that the experiences of suffering in childhood and adolescence are not adequately addressed in institutional memory work, and there is a form of epistemic injustice that diminishes the importance and centrality of these testimonies as sources of knowledge about recent Colombian violence. [ABSTRACT FROM AUTHOR]

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El tema de la infancia en las dictaduras aún sigue siendo objeto de una atención marginal e insuficiente por parte de los historiadores de la educación. En el caso de España, la dictadura franquista (1939-1975) silenció la memoria de los vencidos en la Guerra Civil, siendo la infancia la principal perjudicada. Nuestro estudio toma como punto de partida la institución falangista Auxilio Social, erigida como el organismo asistencial más emblemático del régimen de Franco, cuya principal función consistió en disciplinar el alma infantil y resocializar la población escolar procedente de los territorios de los vencidos -los republicanos-. El análisis de la investigación evidencia los mecanismos de control y punitivismo empleados por Auxilio Social para la construcción identitaria del ‘Niño Nuevo’. En esta labor de reordenación coactiva de la infancia, Noticiarios y Documentales (en adelante, NO-DO) se convirtieron durante la dictadura en la mejor herramienta propagandística para relatar audiovisualmente el papel de Auxilio Social en la difusión de los valores nacionalsindicalistas y nacionalcatólicos. A nível metodológico es una investigación histórico-educativa, empleándose la revisión bibliográfica, la utilización de fuentes primarias y el análisis de los archivos audiovisuales. Los resultados muestran la importancia que tuvo el NO-DO para difundir una imagen de la infancia, que contrasta con la identidad que desarrollaron los niños y niñas que pasaron por las instituciones de Auxilio Social, así como para elaborar un relato propagandístico que promoviera la aceptación social del régimen franquista tanto a nivel nacional como internacional.

O objetivo do estudo é analisar o teor do livro O Brasil é Bom, edição de 1938 do Departamento Nacional de Propaganda (D.N.P.). A metodologia está embasada na Análise de Conteúdo, aplicada em conjugação com referenciais teórico-metodológicos dedicados à investigação sobre o fascismo e a aspectos da produção literária destinada à infância. Os resultados evidenciam similaridades entre a textualidade d’O Brasil é bom, gerado como ferramenta de propaganda no contexto da ditadura do Estado Novo, e as pinocchiate produzidas no ambiente do fascismo italiano. Verifica-se que se as tramas em que o boneco Pinóquio foi envolvido em nome da propaganda fascista são recheadas de mensagens para a infância italiana, que apelam para um embasamento amalgamado por violências e preconceitos de diversos tipos em relação aos inimigos do regime mussoliniano, em diversas das seções do livro brasileiro examinado se compreende que os conceitos, as explicações, assim como os alertas e as ordens em relação aos fundamentos da ação humana sugeridos ao menino brasileiro são constituídas por narrações igualmente fascistizantes.

La higiene mental en Brasil está muy asociada a la Liga Brasileña de Higiene Mental, inaugurada en 1923, en la ciudad de Río de Janeiro. No obstante, es necesario ver más allá del caso de la capital del país e investigar los movimientos regionales, poco conocidos por la historiografía extranjera. Este artículo analiza el movimiento de la higiene mental de São Paulo entre 1926 y 1959 y su énfasis en la eugenesia negativa, raza e infancia, en conexión con el debate internacional.