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In the twenty-first century, children’s media and entertainment is big business. In a media landscape increasingly dominated by franchised media and entertainment, the media industries of the twenty-first century are increasingly turning to children’s media content as a means of generating secure and dependable revenue over the long term. Despite the increasing dominance of children’s media properties within contemporary franchised media economies, the field of adaptation studies has remained reluctant to engage with children’s media culture and its products, leaving the discussion to fall into the hands of scholars of children’s literature, wherein the field’s well-documented distrust of commercial media forms and products conspires to occlude any discussion of adaptation’s industrial underpinnings. This dissertation seeks to intervene from within this aporia. Combining research from the field of media industry studies with theory from the fields of adaptation studies, intermediality studies, and childhood studies, this dissertation will explore how twenty-first century adaptations of children’s media properties are predicated upon the logic of what this dissertation will refer to as “intergenerational synergy”. Employing a “meta-adaptive” (See Voigts-Virchow 2009; 2014) approach, this dissertation will examine how discourses of adaptation intersect with discourses of childhood across a selection of twenty-first-century adaptations of children’s media properties – including Walt Disney Pictures’ live-action remakes (2014-present), the films of the LEGO Movie franchise (2014-2019), Netflix’s Lemony Snicket’s A Series of Unfortunate Events series (2017-2019); the augmented reality mobile game Wizards Unite (2019), and Mackenzi Lee’s Where Mischief Lies (2019) and the novels of the DC Icons (2017-present) and Twisted Tales (2015-present) series. Adopting what Herbert et. al refer to as the “textual” approach to media industry studies, I will illuminate how discourses of adaptation and discourses of childhood have been impacted by the ongoing convergence of the media industries (Jenkins 2006; Holt 2011; Hesmondhalgh 2019) and in the process demonstrate how adaptations are repeatedly deployed as means of creating commercial kinships between child and adult tastes, subjectivities, and cultures within this context. The end goal of this process is the remediation of the life-course itself as an experience of repetition and variation akin to that which defines adaptation (Hutcheon 2013[2006]; Elliott 2020). By demonstrating how intergenerational synergies are cultivated across twenty-first century media franchises, this project promises to shed important light not only on the role that adaptation as process, product, and industry plays in the construction of childhood as a cultural commodity, but on the role that the media industries play in the discursivisation of age more broadly, and how these discourses are increasingly employed to cultivate young audiences media literacies in service to the imperatives of franchised media production.

This study advances research on children’s negotiation of online commercial privacy by identifying an act of digital agency by children that may serve their current needs but can also impact children negatively. Secondly, it identifies certain factors children consider while evaluating the trustworthiness of apps and websites before disclosing information online. Eight focus group discussions with children (13–16 years) in Finland’s capital region are analysed using thematic analysis. Our findings highlight that while children’s digital literacy education is needed, ensuring that education translates to children’s online practices is also essential. We also recommend increasing corporations’ accountability in ensuring children’s privacy. peerReviewed

The interview presented was conducted with Professor Dr. Eloisa Acires Candal Rocha, who is currently a retired professor at the Federal University of Santa Catarina and is one of the founding researchers of the Center for Studies and Research on Early Childhood Education. The central agenda of this interview goes through addressing the role of the research group from its founding principles, its origin in the undergraduate course, and its history as part of the inauguration of a field in research in education, from early childhood education to the interrelationships it assumes in the childhood studies. Thus, the script was organized along three axes: first, understanding what the research group was born from, secondly, how it articulates with the teaching, researching and extension triad and the importance that NUPEIN assumes in these spheres, and lastly, to identify which themes are emerging in the face of this current context of dismantling science and attacks on the university.

This article represents a synthesis of a doctoral research carried out in Ghent (Belgium), as part of he European ERC project Children in Comics, focusing on the first 15 years of two children’s comics magazines, Corriere dei Piccoli (Milan) and TBO (Barcelona). The study compares two magazines with different editorial features, though united by longevity. This aspect means that, in both countries, the two magazines come to constitute the dominant model of weekly children’s comics magazines, with both magazines being published throughout the Twentieth century (from 1908 to 1990 and from 1917 to 1998, respectively, with interruptions). This article focuses on the period of their publication prior to the entry of Mickey Mouse into the two national traditions, that is, before 1932. The key argument is that, even before the so-called U.S. comics boom, children’s press was far from being resistant to Anglo-American influences. The core of the comparison is essentially identified in the permeability of the two titles, that is, their quality as glocalized weekly publications The article shows how the two magazines adapted and “domesticated” international and intermedia material. Beginning with a close reading of two cases of glocalization of Foxy Grandpa in TBO and CdP, we focus on the editorial strategy adopted, broadening the perspective on the consumption purposes of the two publications. The text focuses on four purposes targeting an audience of boys/girls: to educate and entertain, to retain and seduce.

This essay offers a comparative reading of the following fictional narratives, namely: Luís Bernardo Honwana’s “Nós Matámos o Cão-Tinhoso” and Manuel Rui’s Quem dera me ser onda. These literary narratives, whose main characters are children and nonhuman animals, speak to conditions of vulnerability while correlating the resistance of the nonhuman animals with the children’s acts of insurrection. Situating the complex status of children within the humanist model (anthropocentric and focused on the adult human) and dialoguing with literary animal studies, this essay proposes to revisit the aforementioned works by utilizing a factual and non-allegorical interpretation of the children and the nonhuman animals. By decentralizing the adult human, the objective of this essay is to examine how the interspecies relationship of affection that children develop to nonhuman animals can contribute more comprehensively to anti-anthropocentric discussions about the complex and multidimensional relation between humans and non-humans O presente artigo oferece uma leitura comparada de duas narrativas de ficção, a saber: “Nós matámos o cão-tinhoso” de Luís Bernardo Honwana, e Quem me dera ser onda de Manuel Rui. Essas obras, cujos personagens principais são crianças e animais não-humanos, tematizam, entre outros tópicos, condições de vulnerabilidade enquanto correlacionam a resistência dos animais não-humanos com os atos de insurreição das crianças. A partir de uma revisão do complexo estatuto da criança dentro do modelo humanista (antropocêntrico e focado no humano adulto) e à luz dos estudos literários animais contemporâneos, este artigo propõe revisitar as obras supracitadas acima a partir de uma análise factual, não-alegórica, tanto das crianças como dos animais não-humanos. Desfocalizando o humano adulto, o objetivo aqui é examinar como a relação interespécie e de afeição que crianças desenvolvem para com animais não-humanos pode contribuir com maior fôlego para se pensar e debater, de uma forma mais antiantropocêntrica, a complexa e multidimensional relação entre humanos e não-humanos.

This paper is a search for common ground between two natural scientists, two childhood studies and education scholars and two human–animal studies or critical animal studies scholars all working within a shared citizen science project. The search takes the form of a thematic mapping of existing literature on ecological citizen science, with two questions: “Participation on whose terms?”, and “Participation for whose benefit?”. First, we draw from the field of childhood studies to show how the concept of participation can be theorized further. Second, we recontextualize ecological citizen science research from a multispecies perspective, following the non-anthropocentric turn in human and social sciences which has so far drawn limited attention both in educational research and in citizen science projects. We proceed by critically treading the blurry line between predetermined or science-led participation and emergent or participant-led research, forming a fruitful space for examining and reconceptualizing the prevailing human/nature distinction in science and pedagogy. What we end up proposing is not so much a solution to the issues we have located, but rather an invitation to consider participation as a possibility for engaging with the ongoing tensions regarding the apparatuses of power that guide the research practices, researchers’ thinking and ethics. For the democratic ethos of citizen science projects, these observations can result in an ongoing process of asking how would it be possible to make space for various knowledges to be regarded as such: How could different kinds of knowledge co-exist, potentially generating more just worlds?

This article is dedicated to the question of ethics. It addresses the ethical issues that arise when making the painful subject of CSA the central focus of an academic inquiry. The first section considers the failures of certain subsections of twentieth-century American and Western European critical theory in approaching the study of CSA with ethical integrity. The disciplines of queer theory, feminist theory and sex-radical literature are focused on in particular in order to question and contextualize why academic endorsement of CSA acts has occurred. The article both considers and questions the rigid concepts of sexual normativity that both demonizes queer sex and leaves queer children vulnerable to abuse. In the second section, the pressure for personal confession of trauma when writing and researching on this issue is considered, and the fixed character of the survivor is examined.

Recent scholarship in childhood studies has raised concerns about humancentric, singular discourses regarding human-plastic relations. As a result, questions of how to develop new forms of learning with materials in environmental education are now an important issue for researchers, educators, and policymakers. This paper activates a feminist new materialist ontology to position plastic as an active participant in the formation of knowledge. Drawing on visual imagery of children’s and artists’ aesthetic experimentations, we explore the intra-related and complex relationship between plastic, children, and the planet. Haraway’s concept of making kin is operationalized to highlight plastic’s multidimensional complexities as both a destructive and creative force, producing a novel framework for understanding and learning with plastic in early childhood education.

Nos debruçamos sobre a edição de outubro de 2019 d’A Sirene, produzida em parceria com o programa de extensão Sujeitos de suas histórias, para o Dia das Crianças, analisando três reportagens. A Sirene é um jornal mensal produzido em Mariana (MG) na perspectiva das comunidades atingidas pelo rompimento da Barragem de Fundão. Visionamos o material jornalístico sob a ótica do testemunho em diálogo com o jornalismo e em interseção com os estudos da infância, para compreender como se materializa o teor testemunhal, a partir de uma análise textual, compreendendo como tal não apenas o texto escrito, mas também as imagens. Os relatos evidenciam que, para as crianças e adolescentes de Bento Rodrigues e Paracatu de Baixo protagonistas das reportagens, o trauma se desdobra como estilhaçamento temporal, perda espacial e destruição de um modo de vida. Além disso, a edição ao mesmo tempo dá protagonismo a crianças e adolescentes e tira as identidades de foco, no que diz respeito a imagens e autorias.

Leseprobe ----- Zusammenfassung Die Kinderrechtsforschung versteht sich als ein wissenschaftliches Feld mit spezifischen Erkenntnisinteressen und Fragestellungen, die sich von denen anderer Forschungsfelder, z.B. der Kindheitsforschung, signifikant unterscheiden. Sie untersucht die Entstehungsgrunde der Kinderrechte ebenso wie ihre Bedeutungen und Wirkungen im Leben der Kinder. In der bisherigen Debatte lassen sich einige Gemeinsamkeiten erkennen, aber es stellen sich auch Fragen, wie ihr Profil zu scharfen, zu erweitern und neu zu akzentuieren ist. Der Essay diskutiert einige dieser Fragen und formuliert Uberlegungen zu den weiteren Perspektiven einer interdisziplinaren Kinderrechtsforschung. Insbesondere geht er auf ihr Rechtsverstandnis, die politischen Implikationen der Kinderrechte, das Konzept der Living Rights und das spannungsreiche Verhaltnis von Forschung und politischem Aktivismus ein. Schlagworter: Kinderrechte, Kinderrechtsforschung, Rechtsverstandnis, Forschungsaufgaben, politischer Aktivismus, epistemologisches Umfeld ----- Children’s Rights Studies in search of an own profile Abstract Children’s rights studies see themselves as a scientific field with specific cognitive interests and questions that differ significantly from those of other fields of research, e.g. childhood studies. It examines the origins of children’s rights as well as their significance and effects in the lives of children. Some commonalities can be identified in the debate to date, but questions also arise as to how its profile can be sharpened, expanded and newly accentuated. This essay discusses some of these questions and formulates considerations on the further perspectives of interdisciplinary children’s rights studies. In particular, their legal understanding, the political implications of children’s rights, the concept of Living Rights and the tense relationship between research and political activism are addressed. Keywords: children’s rights, children’s rights studies, legal understanding, research tasks, political activism, epistemological environment ----- Bibliographie: Liebel, Manfred: Kinderrechtsforschung auf der Suche nach einem eigenen Profil, Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 2-2021, S. 223-239. https://doi.org/10.3224/diskurs.v16i2.07

This dissertation analyzes memoirs written by parents of children with disabilities, a subgenre of “special needs” memoirs. Using tools of narrative analysis and feminist interpretive methods, I contextualize my analyses to the social, political, and economic conditions that enable, or limit, recognition of non-normative identities and embodiments. I demonstrate that the figure of the disabled child uniquely articulates how gender, heterosexuality, and typical ability are mutually constituted, and significantly, how the life stages of childhood and adulthood are not only relational, but made intelligible by developmental paradigms that assume heteronormative-ability. In the absence of typical ability, heteronormativity is a narrative device that causes disabled children to “overcome” their disabilities and achieve a “normal” childhood (and future normal adulthood). I organize “special needs” memoirs according to three narrative registers: the ordinary, the extraordinary, and the disruptive. My analyses show how these narrative templates, which intend to be recuperative and to promote inclusion, inscribe disabled children into a normative life course overdetermined by limited narratives of progress, individualism, and autonomy. I demonstrate that the subgenre of parenting memoirs as a whole, as well as the narrative templates that dominate it, align with neoliberalism’s mandates for self-improvement and to make a project of one’s life.

Children and childhood have played a significant role in the historical development of Western music making; nevertheless, the importance of this topic has largely been understudied in the discipline of musicology. This study addresses this scholarly lacuna by focusing more specifically upon the social and cultural significance of children’s music—both music about and for children—with its emergence at the turn of the century, and the development of its generic characteristics through the 1830s. Within this time frame I analyze piano character pieces by both well-known and less-known composers for their musical, textual, and visual components in order to understand the ways adults have used music to frame children within ideological structures of childhood. Through this interdisciplinary approach, I contend that the concept of Romantic childhood played a significant role in the development of children’s music, and that music, in turn, perpetuated this invention in ways that both benefited adult conceptualizations of selfhood and creativity, and sought to socialize children according to romanticized norms of conduct within the context of bourgeois domesticity.

Child rights can be considered through the different characteristics of human rights, according to the classification “3P” as Protection, Provision, and Participation. The (potential) distinction between child rights and human rights recalls the former perspective about children’s not seen as human beings. The development of the fields on childhood studies such as “children’s participation” and “agency” are also related to the concept “empowerment,” which indicates the power relations between children and grown-ups. The main purpose of this paper is to debate all those notions through the children’s own experiences by referring to various examples in the frame of Power of children as the Fourth-P right. After discussing how children have the power to “challenge the authority,” I will indicate some examples from Little Review, as a remarkable experience of children’s participation. Lastly, I will try to reveal what today’s children consider the topic of child rights by sharing the findings of a pilot research with children, which I realized in 2019 December. In this study, twelve children who were 11-year-old then, wrote their commentaries about children’s rights and the requirements to have the rights. Thus, in the final part of this paper, the rights will be addressed through children’s perspectives.

This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children’s rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children’s agency and freedom of choice, family as a negotiated space mediated by culture, children’s position in family and society, life chances and wellbeing, critical approaches to children’s rights perspectives, early intervention, socio-political context, finally Freire’s and Korczak’s pedagogies.

This article puts privilege theory in conversation with childhood studies in order to create a richer understanding of privilege. Privilege describes the unearned, largely invisible advantages that...

A convergence between vulnerability, radicalisation and children has been framed as an emergent category of abuse: “childhood radicalisation”. Focusing on the UK PREVENT programme, this paper explores the ways children have become interrelated with counter-radicalisation. While PREVENT engages with people of all ages, Home Office data indicates children are a target group. This approach has been consolidated through the 2015 Counter-Terrorism and Security Act which legislates PREVENT as safeguarding. Inspired by Ernst Bloch’s “ontology-of-the-not-yet”, this article draws upon critical geographies of “hope” as a theoretical tool to unpack PREVENT. I explore the productive power of PREVENT in catalysing “hopeful” forms of subjectivity; specifically, the pedagogy of PREVENT, and de-radicalisation through Channel. The article then extends Bloch’s original apparatus to examine the ways hope acts as an assemblage of affects to enact practices of control. It is the reciprocal influence of hope, fear and anticipatory security that helps illuminate how PREVENT makes visible, and thus regulates, processes of becoming. The article traverses disciplines encompassing criminology, critical geography, critical international relations, and critical terrorism studies. This inter-disciplinary approach usefully captures PREVENT in terms of performativity, anticipatory security and the figuration of the child.

Thinking with feminist scholarship on ethicality, this article draws from two ethnographies with animal and young children to outline new questions for doing research in children’s geographies. Spe...

Leseprobe ----- Zusammenfassung In den vergangenen Jahren hat das Verhaltnis zwischen Familie und Kindertageseinrichtung im politischen, fachpraktischen und -wissenschaftlichen Diskurs an Bedeutung gewonnen und wird insbesondere mit Bezug auf die Zusammenarbeit zwischen Familie und Kindertageseinrichtung verhandelt. Im padagogischen Alltag bildet der Kontakt zwischen Eltern und Fachkraften ein zentrales Moment der Zusammenarbeit. Ausgangspunkt des Kontaktes sind haufig die Kinder, welche auch – zumindest theoretisch – als Teil des Verhaltnisses zwischen Familie und Kindertageseinrichtung konzipiert werden. Bislang ist jedoch wenig daruber bekannt, inwiefern Kinder dieses Verhaltnis (mit)gestalten (konnen). Im Rahmen eines kindheitstheoretischen Forschungsprojekts wurde mittels ethnographischen Beobachtungen die Akteurschaft von Kindern (3 bis 6 Jahre) im taglichen Austausch von Eltern und Fachkraften am Beispiel von Tur- und Angelgesprachen untersucht. Die Ergebnisse zeigen, dass Kinder als Akteur_innen in vielfaltiger Weise an der Zusammenarbeit zwischen Familie und Kindertageseinrichtung beteiligt sind, indem sie etwa als Expert_innen sowohl fur Zuhause als auch fur die Einrichtung agieren oder Erwachsene als Sprachrohr fur eigene Interessen nutzen. Schlagworter: Kindheitsforschung, Zusammenarbeit mit Eltern, fruhe Bildung, Ethnographie, Akteurschaft ----- Children’s agency in daily conversations between parents and ECEC staff. Findings from an ethnographic study in an early childhood setting Abstract In recent years, home-ECEC relations are becoming an increasingly important topic in policy, practice and research debates and are especially discussed with regard to collaborations between parents and ECEC staff. Within pedagogical routines and practices, regular interactions between the child's parent and ECEC staff are fundamental for collaboration practices. Children often are the subject of these conversations and at the same time – at least theoretically – are conceptualised as being part of these relations. However, little is known about the extent to which children actually (can) engage in home- ECEC relations. Using an ethnographic approach, this paper draws on a research project in sociological childhood studies investigating children’s agency (3-6-year-olds) in daily conversations between parents and ECEC staff. Findings reveal that children as social actors shape home-ECEC relations in multiple ways, for example by being experts of both the home and ECEC setting or by getting adults to act as their voice who will communicate the children’s needs and interests. Keywords: childhood studies, collaboration with parents, early education, ethnography, agency ----- Bibliographie: Menzel, Britta: Die Akteurschaft von Kindern in Tur- und Angelgesprachen. Ergebnisse einer ethnographischen Studie im fruhpadagogischen Setting, Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 1-2021, S. 95-111. https://doi.org/10.3224/diskurs.v16i1.07

Karl Rahner’s ‘Ideas for a Theology of Childhood’ has become increasingly influential in childhood studies. In this article I critically assess Rahner’s ideas in this seminal work to highlight the answer Rahner proposes to the question of the meaning and task of childhood. This is brought into brief conversation with writings of Jürgen Moltmann and Jerome Berryman. Rahner’s ideas of childhood can be critiqued for a lack of careful engagement with the details of Scripture and concrete life settings, and for underestimating the effects of childhood trauma. One can also ask whether transcendental philosophy provides an accessible language, particularly in an interdisciplinary context. Nevertheless, ‘mystery of the child’ language is now near-ubiquitous in contemporary Christian authors on childhood. Rahner’s insights into childhood can function like the reality of childhood itself, remaining as a life-giving root in a theology that unfolds as others take it further.

Apresentamos o dossiê “Estudos da infância: movimentos, limiares e fronteiras”, temática abordada no III Congresso de Estudos da Infância (CEI) organizado por integrantes do Departamento de Estudos da Infância (DEDI) e do Programa de Pós-graduação em Educação (ProPEd) da Faculdade de Educação na Universidade do Estado do Rio de Janeiro. Os artigos que compõem o dossiê resgatam os debates que ocorreram nos dias do evento fundamentados nos campos da educação, relações internacionais e questões étnico-raciais. Nesta apresentação, inspiradas pelo poema “A ponte” de Mario Benedetti, exploramos a potência de três palavras para pensar a infância e a relação que estabelecemos com ela: fronteiras, estrangeridade e movimentos. Quantas fronteiras a infância e as crianças atravessam na ordem da vida política, cultural, social e biológica? Que movimentos ou mudanças elas produzem, reproduzem e difundem? Como desestrangeirizar a infância, no sentido de tensionar as ações e produções discursivas que fomentam exclusões de diversas ordens? Que movimentos – no campo da pesquisa e na sociedade de forma geral – são instituídos de modo a potencializar a agência da infância? Partindo da ideia de que tanto nossa cultura quanto nossa subjetividade se constituem na relação entre um dentro e um fora que se colocam em tensão, recorremos à filosofia, à literatura, à psicanálise e aos estudos culturais para percorrer essas questões. Neste dossiê, os textos compõem um arranjo que dialoga com a filosofia da infância e se encaminha para além das fronteiras conceituais e metodológicas, no sentido de fazer movimentos para compreender as crianças e a infância por suas perspectivas, suas ações, suas linguagens e posições, em uma ordem tanto objetiva quanto subjetiva. Presentamos el dossier “Estudios de la infancia: movimientos, umbrales y fronteras”, temática abordada em el III Congreso de Estudios de la Infancia (CEI) organizado por integrantes del Departamento de Estudios de la Infancia (DEDI) y del Programa de Posgrado en Educación (ProPEd) de la Facultad de Educación de la Universidad del Estado de Río de Janeiro. Los artículos que componen el dossier, fundamentados en los campos de la educación, las relaciones internacionales y las cuestiones étnico-raciales, rescatan los debates que acontecieron durante el evento. En esta presentación, inspiradas por el poema “El puente” de Mario Benedetti, exploramos la potencia de tres palabras para pensar la infancia y la relación que establecemos con ella: fronteras, extranjeridad y movimientos. ¿Cuántas fronteras la infancia y los niños atraviesan en el orden de la vida política, cultural, social y biológica? ¿Qué movimientos o mudanzas ellos producen, reproducen y difunden? ¿Cómo desestranjerizar la infancia, en el sentido de tensionar las acciones y producciones discursivas que fomentan exclusiones de diversos órdenes? ¿Qué movimientos – en el campo de la investigación y en la sociedad de modo general – son instituidos a fin de potenciar la agencia de la infancia? Partiendo de la idea de que tanto nuestra cultura como nuestra subjetividad se constituyen en la relación entre un adentro y un afuera que se colocan en tensión, recurrimos a la filosofía, la literatura, el psicoanálisis y los estudios culturales para transitar esas cuestiones. Los textos que componen este dossier conforman una configuración que dialoga con la filosofía de la infancia y va más allá de las fronteras conceptuales y metodológicas, en ellos se realizan movimientos para comprender a los niños y a la infancia desde sus propias perspectivas, acciones, lenguajes y posiciones en un orden tanto objetivo como subjetivo. We present the dossier “Studies of Childhood: movements, limits and frontiers”, a theme discussed in the III Brazilian Congress Childhood Studies (CEI). The Congress was organized by members of the Department of Childhood Studies (DEDI) and the Graduate Program in Education (ProPEd) of the State University of Rio de Janeiro. The articles that compose the dossier review the debates that took place during the event in the fields of education, international relations, and ethno-racial issues. In this presentation, inspired by Mario Benedetti's poem “The Bridge”, we explore the power of three words to think about childhood and the relationship we establish with children: borders, strangeness and movements. How many borders do childhood and children cross into the political, cultural, social, and biological order of life? Which movements or changes do they produce, reproduce, and spread? How to destrange childhood, in the sense of challenging the actions and discursive productions that promote exclusions of various forms? Which movements – in the field of research and in society in general – are instituted to encourage the agency of childhood? Starting from the idea that both our culture and our subjectivity are constituted in the relationship between an interior and an exterior that are placed in tension, we draw on philosophy, literature, psychoanalysis, and cultural studies to explore these questions. In this dossier, the texts compose a set that dialogues with the philosophy of childhood and goes beyond conceptual and methodological limits, in the sense of making moves to understand children and childhood through their perspectives, actions, languages and positions, in an objective and subjective form.