Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-06T18:50:24Z No. of bitstreams: 2 Tese - Luciana Borre Nunes - 2014.pdf: 5733532 bytes, checksum: 146c01cb7ab07e096eeab3768aedbc98 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-07T12:20:22Z (GMT) No. of bitstreams: 2 Tese - Luciana Borre Nunes - 2014.pdf: 5733532 bytes, checksum: 146c01cb7ab07e096eeab3768aedbc98 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-07T12:20:22Z (GMT). No. of bitstreams: 2 Tese - Luciana Borre Nunes - 2014.pdf: 5733532 bytes, checksum: 146c01cb7ab07e096eeab3768aedbc98 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-07-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Childhoods are social, cultural and historical constructions inserted in networks of power and representation processes. So, I dialogue with twenty children of the 3th year of an Elementary Public School (ages between 8 to 11 years old) in Goiânia, Goiás, searching to understand which representations of masculinity are circulating in school and how masculinities are constituted and mediated by images and cultural artifacts in a classroom. The main focuses of this research are: (1) to understand how children between 8 and 11 years old constitute their masculinities mediated by cultural elements in day-by-day experiences in the school; (2) to understand how do they express their representations of masculinity in school and; (3) to discuss how are produced pedagogical "weaves" for the constitution of gender and sexuality in the classroom. The investigation was driven by an ethnographic bias and the development of analyses, the contributions of Visual Culture Studies and Gender and Sexuality Studies were used, particularly those associated with the post-structuralism approaches. Focal groups, notes in a diary and the developing of a pedagogical action with photographs were used as strategies for data production. The results showed that there are a multiplicity of masculinities permeated by images and cultural artifacts that perform a kind of pedagogy in the classroom; heteronormative narratives that constitute a major source of learning about gender and sexuality in school reverberating in other areas; heterosexuality defended by some boys with acts of exclusion and ridicule of their classmates who do not meet hegemonic masculinity requirements; religious direction valued by the teachers and the school community as synonymous of discipline, norms of conduct, dissemination of good practices for school living, and also, as an attempt to fight violence; distance between school knowledge and childhood everyday knowledge and, as result, repudiation of images and cultural artifacts that are banned from the classroom and; cultural consumption as an important piece in the gearing of interpersonal relationships in the classroom. / As infâncias são construções sociais, culturais e históricas inseridas em redes de poder e processos de representação. Esta tese tem como questão central entender como representações de masculinidades são constituídas e mediadas por imagens e artefatos culturais na escola através do diálogo com vinte crianças do 3º Ano do Ensino Fundamental (entre 8 e 11 anos) de uma instituição da rede pública de ensino de Goiânia, Goiás. Os objetivos da investigação são: (1) compreender como crianças entre 8 e 11 anos de idade constituem suas masculinidades mediadas pelos elementos culturais com os quais convivem na escola; (2) entender como meninas e meninos manifestam representações de masculinidade no âmbito escolar e, (3) discutir como são produzidas "tramas" pedagógicas para a constituição de gênero e sexualidade em sala de aula. Orientada por um viés etnográfico, os dados da pesquisa foram produzidos e analisados baseados no suporte teórico e contribuições dos estudos da cultura visual e dos estudos de gênero e sexualidade numa perspectiva pós-estruturalista. As estratégias para produção de dados foram: elaboração de grupos focais; anotações em diário de campo e o desenvolvimento de uma ação pedagógica com fotografias. Os resultados mostraram que: há uma multiplicidade de masculinidades permeada por imagens e artefatos culturais que exercem um tipo de pedagogia em sala de aula; narrativas heteronormativas constituem uma das principais fontes de aprendizagem sobre gênero e sexualidade na escola, tendo reverberações em outros âmbitos; a heterossexualidade foi defendida por alguns meninos com atos de exclusão e ridicularização de colegas que não atendem a masculinidade hegemônica; o direcionamento religioso foi valorizado pelas/os professoras/es e pela comunidade escolar como sinônimo de disciplina, normatização de condutas, disseminação de bons valores para convivência e, ainda, como tentativa de combate à violência; há distância entre os conhecimentos escolares e os conhecimentos do cotidiano infantil e, em decorrência, emerge um repúdio a imagens e artefatos culturais que passam a ser proibidos em sala de aula e, o consumo cultural funcionava como uma das peças na engrenagem dos relacionamentos interpessoais em sala de aula.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-20T17:29:07Z No. of bitstreams: 1 lorenajulietadecarvalho.pdf: 1244945 bytes, checksum: 07124afe13013167f304e325c2b4d740 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-21T13:23:45Z (GMT) No. of bitstreams: 1 lorenajulietadecarvalho.pdf: 1244945 bytes, checksum: 07124afe13013167f304e325c2b4d740 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-21T13:25:06Z (GMT) No. of bitstreams: 1 lorenajulietadecarvalho.pdf: 1244945 bytes, checksum: 07124afe13013167f304e325c2b4d740 (MD5) / Made available in DSpace on 2017-03-21T13:25:06Z (GMT). No. of bitstreams: 1 lorenajulietadecarvalho.pdf: 1244945 bytes, checksum: 07124afe13013167f304e325c2b4d740 (MD5) Previous issue date: 2016-03-17 / A pesquisa discute as vivências espaciais infantis na relação com os objetos da tecnologia da informação, ou seja, busca compreender como as crianças concebem a tecnologia a partir das relações com objetos cada vez mais comuns em suas vidas, como é o caso de celulares, tablets e videogames. A temática se justifica, uma vez que as crianças têm tido experiências jamais vividas pelas gerações anteriores e ainda existem poucos estudos a respeito do tema, em especial, voltados para as crianças. O trabalho apoia-se nos estudo da Geografia da Infância em diálogo com a teoria Histórico-Cultural, reconhecendo nas relações das crianças com o meio, suas autorias e protagonismos infantis. Assumo a perspectiva qualitativa de pesquisa, tendo como metodologia a etnografia. O estudo foi realizado com crianças com idades entre 4 e 6 anos em uma escola no município de Juiz de Fora, no estado de Minas Gerais. A pesquisa acompanhou as crianças em seus contextos escolares, tendo na fala a principal forma de diálogo. Foi nas falas das crianças que analisamos a existência desses objetos em seus cotidianos. Cada novo encontro com o universo dessas crianças me permitiu conhecer suas relações com a tecnologia e com o mundo, visões e interpretações sobre esses objetos em seus cotidianos. / The research brings to the discussion the spatial experiences of children in their relationship to objects of information technology meaning, aims to understand how children conceive the technology from the relations with increasingly common objects in their lives, as is the case with mobile phones, tablets and video games. The theme is justified, because the children have had ever lived experiences of previous generations and yet there are few studies on the subject, in particular, aimed at children. The work builds on the study of Geography of Childhood in dialogue with the cultural-historical theory, recognizing the relationships of children with the environment, their authorship and children's protagonism. I assume the qualitative research perspective, having methodology ethnography. The study was conducted with children aged 4 and 6 years in a school in the city of Juiz de Fora, in Minas Gerais. The study followed the children in their school contexts, and in speech the main form of dialogue. It was in the the words of children who analyzed the existence of these objects in their daily lives. Either new meeting with the universe of these children allowed me to meet its relations with technology and the world, visions and interpretations of these objects in their daily lives.

No description available.

The majority of children, involved in both waged and unwaged work exist beyond the control and comprehension of national and international regulation, within the informal economy. Research has shown that the informal economy, contrary to general perception, is not a sphere of unregulated activity, but rather, operates through alternative structures and techniques of power. Children's work within the informal economy, and therefore outside the regulative reach of the state, is subject to extra-legal modes of regulation that are pursued through elaborate systems of discipline and power exercised by non-state actors, groups, and social institutions and networks. Through a case study on children in Kolkata, India, who are engaged in specific forms of informal work in three distinct urban spaces – domestic servitude in the private realm of the home, small-scale manufacturing and service work in factories and shops, and ragpicking, scavenging and begging on the streets – this thesis aims to explore the way children's lives are constructed through work and space, to uncover the social processes and relations of power that working children navigate in order to build and sustain their livelihoods. I examine the way that children's spaces of work are imbued with social relations of gender, caste, religion, ethnicity and power that are enacted through the construction of hierarchies, divisions of labour, and work regimes. I also explore the politics of these spaces, revealing the primary economic partnerships and obstacles that children contend with in constructing their working lives. Overall, I aim to uncover the ways in which children engage with and negotiate the extra-legal systems of regulation by categorically analysing children's work in the home, shop and factory, and street.

Thesis advisor: Jon Wargo / This research study investigates how young Brazilian immigrant students (ages 5-9) experience their education in a Two-Way Immersion (TWI) program (Portuguese-English) at one elementary school in the U.S. Northeast. TWI is a bilingual education model that has become popular in recent years but has also come under scrutiny with growing concerns for equity. This multi-year ethnographic study examined students’ roles as thinkers and knowers who contribute to the social world of schooling in a bilingual program that was originally envisioned to serve their needs. Data sources are: participant observations in classrooms and schoolwide and program-specific meetings; interviews with school staff members, children, and caregivers; and a collection of in-class assignments.Findings from this study point to the paradoxical relationship that the focal school had with young immigrant children. First, children of Brazilian descent contributed to the successful implementation and survival of the new bilingual strand in their school through daily language practices and by leveraging their lived experiences and memories during instruction. Second, Brazilian immigrant students carved out spaces in their TWI classrooms to deploy and co-construct subalternized knowledges based on their transborder experiences. At the same time, they faced conflicting orientations concerning their role and participation in the TWI program as well as dynamics of in/visibility. Third, following these students at the height of the Covid-19 pandemic, during fully remote learning, revealed how the children negotiated compounded constraints. I show how young students humanized their virtual TWI classrooms, made space for playfulness, and centered their care-full lives in their formal schooling during remote learning. Investigating the educational realities of Brazilians, a rapidly growing but understudied segment of the U.S. Latinx population, not only sheds light on unique facets of their experience, but also generates insights as to how to (re)think educational models, programs, and responses to minoritized populations in the U.S. Precisely, together, the findings advocate for a holistic focus on childhoods, as opposed to the current emphasis on language-as-subject, in TWI education. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Este estudo de caráter teórico-prático busca analisar algumas considerações sobre o processo projetual do design de espaços e instalações designadas ao livre brincar infantil, enfocando o posicionamento e atuação das crianças durante a concepção e realização de tais projetos, refletindo sobre o possível deslocamento delas de meras usuárias a coautoras ou colaboradoras. O objetivo é delinear premissas e considerações de projeto de espaços designados ao livre brincar infantil, atrelando-as a temas relativos ao desenvolvimento pleno das crianças, segundo os campos da psicologia do desenvolvimento e antropologia, com enfoque na possibilidade de atuarem como colaboradoras neste processo complexo de criação do campo do design. Talvez, de tais esforços, surjam novas formas de respostas projetuais para o brincar. Como recorte desta pesquisa, serão analisadas propostas contemporâneas que se realizam essencialmente por meio uma técnica simples, de baixo custo, de fácil manutenção e acessível a todos: a pintura no piso. Juntamente com estes projetos, serão discutidas as produções de Mayumi Watanabe de Souza Lima e Elvira de Almeida, cujos parâmetros e abordagens concorreram para a elaboração de um panorama em que os deslocamentos do usuário puderam ser evidenciados. A partir de entrevistas com dois escritórios de arquitetura e design, com uma educadora- -documentarista e uma psicóloga-ativista, e da análise do brincar, por meio de observações numa via elevada, oficinas lúdico-participativas e experimentações com crianças de uma escola municipal, estabeleceram-se discussões sobre a forma como elas se relacionam com os espaços e seus elementos para subsidiar a elaboração de algumas considerações relativas ao processo projetual do design, tomando as perspectivas dos usuários, suas vozes e seus anseios como elemento estruturador. Isto sugere que se tornou urgente repensar o processo de projeto, o papel do arquiteto ou designer, sua responsabilidade socioambiental e econômica, as relações entre quem projeta e para quem se projeta e, talvez, incorporar, além de novos métodos projetuais, novas formas de interação com os entes envolvidos, tempo e espaço para experimentações. E, supostamente, estas estratégias poderão nos levar a outras formas de conceber espaços para um brincar pleno e a uma possível reinvenção do design. / This theoretical and practical study seeks to analyze some considerations about the design process of spaces and facilities designated to the free play of children, focusing on the children\'s positioning and performance during the design and implementation of such projects, reflecting on their possible shift from users to co-authors or collaborators. The objective is to outline design premises and considerations on spaces designated for free play of children, associating them to themes related to the full development of children, according to the fields of developmental psychology and anthropology, focusing on the possibility of acting as collaborators in this complex process of creation of the design field.Perhaps from such efforts new forms of design responses to the playing process can emerge. As a research framing, contemporary proposals will be analyzed, which are carried out essentially through a simple, low cost, easy maintenance and accessible to all technique: pavement painting. Together with these projects, the productions of Mayumi Watanabe de Souza Lima and Elvira de Almeida will be discussed, whose parameters and approaches contributed to the elaboration of an overview in which the user\'s shift could be highlighted. Based on interviews with two architecture and design offices, with an educator-documentarist and a psychologist-activist, and through the analysis of playing resulting from observations on an elevated street, play-participatory workshops and experimentations with children from a municipal school, discussions were held on how they relate to spaces and their elements to support the elaboration of some considerations related to the design process, considering the users\' perspectives, their voices and their desires as a structuring element. This suggests that it became urgent to rethink the design process, the role of the architect or designer, their socio-environmental and economic responsibility, the relationships between who designs and who it is designed for, and perhaps to incorporate, in addition to new design methods, new forms of interaction with the involved actors, time and space for experimentation. And, presumably, these strategies could lead us to other ways of designing spaces for full play and a possible reinvention of design.

Esta pesquisa visou identificar e compreender os lugares ocupados pelas crianças nas culturas identificadas com a ancestralidade afro-brasileira, predominantemente, o Candomblé. Trata-se de uma pesquisa na área da Educação que articula estudos advindos de distintas áreas para compor sua problematização, análises e possíveis caminhos. Como processo desta pesquisa, falar das crianças na herança ancestral afro-brasileira passou a significar a importância de afirmar os lugares por elas ocupados neste referencial, em suas facetas social, religiosa e espiritual e, ainda, em sua cosmovisão. Ao mesmo tempo, destaca a ancestralidade afro-brasileira como um importante referencial para se pensar as infâncias. Aponto um panorama teórico de como crianças e infâncias têm sido abordadas pelas áreas de estudos das infâncias, buscando identificar lacunas e avanços nos olhares e práticas sobre este ponto. Por outro lado, pesquiso como a área de estudos das culturas e ancestralidade afro-brasileira têm se dedicado às crianças. Apresento análises e relatos de trabalho de campo, realizado em diversos espaços e tempos, sempre em comunidades identificadas ao referencial afrobrasileiro, mais demarcado, com o povo-de-santo dos Candomblés Jeje e Ketu. Exponho, por fim, os caminhos em que o próprio referencial ancestral afro-brasileiro estrutura suas noções e práticas de infância, respaldadas, principalmente, nos Orixás Exu e Oxum. Ao passo que, internamente, a cosmovisão Exuística e a cosmovisão Oxumística estruturam uma noção de infância que afronta noções ocidentais de infância (como incompletude, apartação, ingenuidade e inferioridade), este referencial vem ao encontro das necessidades de valorização da identidade negra e infância, e também, de práticas espelhadas (negras) na educação da infância e no debate teórico na área. / The aim of this research was to identify and understand the place that the children occupy in cultures identified with the afro-brazilian ancestry, notably the Candomblé. This research is rooted in the Educational field and it articulates with other researches originally from different areas so as to compose its problematization, analysis and possible paths. As a process in this research, to talk about children in the ancestral afro-brazilian heritage has meant to signify the importance of affirming the places they occupy in this referential, being its social facets, social and spiritual, and also in their worldview. At the same time, this study highlights the afro-brazilian ancestry as an important referential to think and reflect upon the childhoods. In this study, I propose a theoretical panorama of how children and childhoods have been approached in the study areas of childhoods, trying to identify possible gaps and advances in the approaches and practices about this point specifically. On the other hand, I research how the area of Cultural Studies and Afro-brazilian ancestry have dedicated their effort to children. Reports and analysis of field work are presented, they were conducted in various spaces and time, Always within communities identified to the afro-brazilian referencial, especially with the devotees of Jeje and Ketu Candomblé. Finally, I expose the paths in which the referential of afro-brazilian ancestral constitute its notion and practices of childhood, principally based upon the Orishas Exu and Oxum. Simultaneously, internally the Exuistic and Oxumistic cosmovision fix up a notion of childhood that challenges western notions of childhood ( uch as incompleteness, secludness, ingenuity and inferiority), this referential comes along with the necessity of valorization of the black identity and childhood, also of black practices spread in children education and the theoretical debate within the area.

A presente dissertação de mestrado tem como tema de estudo as diferentes infâncias e a prática pedagógica dos professores de Educação Física (EF) da Rede Municipal de Ensino de Portão/RS (RMENP). Trata-se de uma pesquisa de natureza qualitativa, realizada em três escolas, com a colaboração de quatro docentes de EF atuantes em turmas de Educação Infantil. A escolha do tema de pesquisa surge a partir das minhas reflexões acerca da prática pedagógica do professor de EF na Educação Infantil. Entendo a infância atravessada por marcadores, além dos biológicos, de contexto histórico, econômico, político e de condições sociais em que a criança vive. Nesse sentido, analisando minha experiência docente, propus as seguintes indagações: de que forma um professor de EF articula sua prática pedagógica para contemplar as infâncias presentes em suas aulas? Essas diferentes infâncias são identificadas e interpretadas pelo professorado de EF nas escolas? Com base nessas inquietações, construí o problema de pesquisa, cuja pergunta-chave se constitui na seguinte questão: como as diferentes infâncias são interpretadas pelos professores de Educação Física da Educação Infantil e como esse entendimento influencia a sua prática pedagógica? De modo a buscar elementos empíricos que ajudassem a responder a problemática do estudo, elegi como decisão metodológica a etnografia. Essa escolha é coerente com os objetivos da pesquisa, na medida em que me permite compreender o que os professores fazem, desde sua perspectiva, mediados pela sua cultura e pela cultura escolar em que estão imersos. O trabalho de campo teve duração de cinco meses, e por meio dos registros no diário de campo, das observações dos participantes, diálogos, entrevistas semiestruturadas e análise documental, articulados com a revisão de literatura, foi possível construir as seguintes categorias de análise: (1) Infância, escola e família; (2) Da infância dos professores à formação acadêmica; (3) A prática pedagógica dos professores de EF e as diferentes infâncias. Frente às mudanças da sociedade, a escola é compreendida como uma instituição além de educadora também assistencial. Esses elementos colaboram para uma construção social da infância que se articula por vários fatores, como: gênero, organização familiar, situação socioeconômica, crenças, cultura, etnias e religião. Assim, a materialização dessas diversidades pode gerar atitudes de isolamento, timidez, agressividade, aproximação ou afastamento com o docente. Dessa forma, há uma demanda por novas estratégias e atribuições na prática pedagógica dos professores de EF. Essa prática pedagógica está alicerçada pela cultura dos docentes, que é a articulação da sua infância, história escolar e formação acadêmica. Por fim, analiso que há professores que formulam uma concepção ingênua de infância. Apesar de perceberem as diferentes infâncias no seu contexto escolar, não há articulação consistente com sua prática pedagógica por ela estar alicerçada prioritariamente nos aspectos motores, sem referenciar questões socioculturais. / This master’s thesis has as its object of study the different childhoods and the pedagogical practice of Physical Education (PE) teachers of Municipal Schools in Portão/RS, South Brazil. This is a qualitative research conducted in three schools, with collaboration of four PE kindergarten teachers. The choice of research topic arises from my reflections about the pedagogical practice of PE kindergarten teachers. I understand that childhood has markers, beyond the biological ones, regarding historic, economic, and political contexts and social conditions in which the child lives. In this sense, analyzing my teaching experience, I pose the following questions: how PE teachers articulate their practice to contemplate the childhoods present in their classes? Are these different childhoods identified and interpreted by PE teachers in schools? Based on these concerns, I formulated the research problem, which has as its key question the following: how different childhoods are interpreted by PE teachers in the kindergarten and how this understanding influences their practice? To seek empirical evidence to help me answer the research problem, I chose ethnography as study method. This choice is consistent with the research objectives, for it allows me to understand what teachers do from their perspective, mediated through their culture and the school culture in which they are immersed. The fieldwork lasted five months, and through the records in a journal, observation of the participants, dialogues, semi-structured interviews and documentary analysis, articulated with literature review, I could create the following categories of analysis: (1) Children, school and family; (2) From teachers’ childhood to academic training; (3) The pedagogical practice of PE teachers and different childhoods. Faced by society changes, the school is understood not only as an education institution, but also as a social welfare institution. These elements help a social construction of childhood, which is articulated by several factors, such as gender, family structure, socioeconomic status, beliefs, culture, ethnicity, and religion. Thus, the realization of these differences may generate attitudes of isolation, shyness, aggressiveness, closeness or distance by the teacher. There is then a demand for new strategies and attributions for the pedagogical practice by PE teachers. This pedagogical practice is based on the teachers’ culture, which is the articulation of their childhood, school history and academic background. Finally, I analyze that teachers have a naive conception of childhood. Although they realize the different childhoods in their school setting, they do not articulate with their practice, which is based on motor aspects without reference to sociocultural issues.

Esta pesquisa visou identificar e compreender os lugares ocupados pelas crianças nas culturas identificadas com a ancestralidade afro-brasileira, predominantemente, o Candomblé. Trata-se de uma pesquisa na área da Educação que articula estudos advindos de distintas áreas para compor sua problematização, análises e possíveis caminhos. Como processo desta pesquisa, falar das crianças na herança ancestral afro-brasileira passou a significar a importância de afirmar os lugares por elas ocupados neste referencial, em suas facetas social, religiosa e espiritual e, ainda, em sua cosmovisão. Ao mesmo tempo, destaca a ancestralidade afro-brasileira como um importante referencial para se pensar as infâncias. Aponto um panorama teórico de como crianças e infâncias têm sido abordadas pelas áreas de estudos das infâncias, buscando identificar lacunas e avanços nos olhares e práticas sobre este ponto. Por outro lado, pesquiso como a área de estudos das culturas e ancestralidade afro-brasileira têm se dedicado às crianças. Apresento análises e relatos de trabalho de campo, realizado em diversos espaços e tempos, sempre em comunidades identificadas ao referencial afrobrasileiro, mais demarcado, com o povo-de-santo dos Candomblés Jeje e Ketu. Exponho, por fim, os caminhos em que o próprio referencial ancestral afro-brasileiro estrutura suas noções e práticas de infância, respaldadas, principalmente, nos Orixás Exu e Oxum. Ao passo que, internamente, a cosmovisão Exuística e a cosmovisão Oxumística estruturam uma noção de infância que afronta noções ocidentais de infância (como incompletude, apartação, ingenuidade e inferioridade), este referencial vem ao encontro das necessidades de valorização da identidade negra e infância, e também, de práticas espelhadas (negras) na educação da infância e no debate teórico na área. / The aim of this research was to identify and understand the place that the children occupy in cultures identified with the afro-brazilian ancestry, notably the Candomblé. This research is rooted in the Educational field and it articulates with other researches originally from different areas so as to compose its problematization, analysis and possible paths. As a process in this research, to talk about children in the ancestral afro-brazilian heritage has meant to signify the importance of affirming the places they occupy in this referential, being its social facets, social and spiritual, and also in their worldview. At the same time, this study highlights the afro-brazilian ancestry as an important referential to think and reflect upon the childhoods. In this study, I propose a theoretical panorama of how children and childhoods have been approached in the study areas of childhoods, trying to identify possible gaps and advances in the approaches and practices about this point specifically. On the other hand, I research how the area of Cultural Studies and Afro-brazilian ancestry have dedicated their effort to children. Reports and analysis of field work are presented, they were conducted in various spaces and time, Always within communities identified to the afro-brazilian referencial, especially with the devotees of Jeje and Ketu Candomblé. Finally, I expose the paths in which the referential of afro-brazilian ancestral constitute its notion and practices of childhood, principally based upon the Orishas Exu and Oxum. Simultaneously, internally the Exuistic and Oxumistic cosmovision fix up a notion of childhood that challenges western notions of childhood ( uch as incompleteness, secludness, ingenuity and inferiority), this referential comes along with the necessity of valorization of the black identity and childhood, also of black practices spread in children education and the theoretical debate within the area.

This thesis presents a study on how school children in Kenya and Sweden express their views on children’s rights, in particular rights related to participation, non-discrimination, and education. The overall purpose was to explore the United Nations Convention on the Rights of the Child, its claim to be universal and its relevance for children in various school and life contexts. Group interviews were conducted with 58 children, aged 12-15 years, from four schools, two schools from each country. The interviews were introduced with an exercise of nine articles from the UN Convention which the groups were asked to discuss and rank from the most to the least important. The aim of the exercise was to make the UN articles known to the children and to open up for a conversation about rights. The theoretical framing for the study is anchored in the tradition of sociology of childhood. Analyses of empirical data were based on the cultural politics of childhood, and the concepts vulnerability and separability. Accordingly, children are viewed as sharing the common experience of being children, but also as experiencing diverse everyday lives. They are regarded as social agents, whose voices carry perspectives important to be listened to. They are also looked upon as able to form and express their views and knowledge in relation to local economical, social and political conditions. The results showed that the children talked about themes and situations that were both common and diverse. They talked more about children’s needs than about children’s rights. Needs for ‘extended’ protection were particularly expressed, i.e. the importance of stable relationships with parents and other adults and peers. The study also showed that when issues on relationships with adults, participation and decision making were discussed, the children expressed experiences of being viewed as subordinated in a way that could be referred to as their inherent and structural vulnerability. A third important result showed that values and norms related to non-discrimination were largely produced and reproduced in peer-cultures. Finally, the children connected education to economical growth, for individuals as well as for societies. The overall conclusion from the study is that children view the UN Convention as a problem solver for children in exposed situations rather than as a document for their everyday life. From a child perspective, rights hold relational qualities, manifested in relationships with adults and peers. Furthermore, the study underlines that the young right holder is a ‘both-and’ child: both global and local, both being and becoming, and both dependent and independent.