This article aims to present the diversity of representation of both childhoods and pedagogies built with children in the Brazilian, Italian and Swedish contexts. This study is part of the sometimes antagonistic dialogue between Marxist and post- colonialist studies. Previous research (Noal, 2006; Rosetto, 2009; Santiago, 2014; Souza, 2017) indicate the need to think of children as social subjects, placed in a social context characterized by racial, gender, age and social class differentiation. The analysis are based on a multidisciplinary theoretical paradigm: child sociology (Corsaro, 2015, Fernandes, 1942), child pedagogy (Bondioli & Mantovani, 1998; Infantino, 2008) and studies of gender (Mohanty, 2002) and ethnic-racial relations (Taguieff, 1999). We use a qualitative approach. The methodologies used are ethnography, interview and focus group, bearing in mind its flexible dimension for data analysis. That way we can better explore the cultural dimensions of the three contexts and organize methodological procedures based on the specificity of each country’s research. The conduction of the investigations meets both ethical and legal precepts with due authorization and documentation from the ethics committee. The participants involved authorized the research and its publication The preliminary data indicates the need for perceiving the social-historical experience as a decisive element in the process of representation of childhoods and the construction of pedagogies with the children To think about childhood from a transnational perspective allows one to put into discussion the generalization of this concept, often established from a single perspective, either Eurocentric or not.
Goulart De Faria, A., Zuccoli, F., Alves Silva, A., Santiago, F. (2018). Multiple childhoods from history to the contemporary era. A dialogue between Italy, Brazil and Sweden. In ‘Early Childhood Education, Families and Communities’. Abstract book (pp.83-83). Budapest : EECERA.
Multiple childhoods from history to the contemporary era. A dialogue between Italy, Brazil and Sweden
Zuccoli, F
;
2018
Abstract
This article aims to present the diversity of representation of both childhoods and pedagogies built with children in the Brazilian, Italian and Swedish contexts. This study is part of the sometimes antagonistic dialogue between Marxist and post- colonialist studies. Previous research (Noal, 2006; Rosetto, 2009; Santiago, 2014; Souza, 2017) indicate the need to think of children as social subjects, placed in a social context characterized by racial, gender, age and social class differentiation. The analysis are based on a multidisciplinary theoretical paradigm: child sociology (Corsaro, 2015, Fernandes, 1942), child pedagogy (Bondioli & Mantovani, 1998; Infantino, 2008) and studies of gender (Mohanty, 2002) and ethnic-racial relations (Taguieff, 1999). We use a qualitative approach. The methodologies used are ethnography, interview and focus group, bearing in mind its flexible dimension for data analysis. That way we can better explore the cultural dimensions of the three contexts and organize methodological procedures based on the specificity of each country’s research. The conduction of the investigations meets both ethical and legal precepts with due authorization and documentation from the ethics committee. The participants involved authorized the research and its publication The preliminary data indicates the need for perceiving the social-historical experience as a decisive element in the process of representation of childhoods and the construction of pedagogies with the children To think about childhood from a transnational perspective allows one to put into discussion the generalization of this concept, often established from a single perspective, either Eurocentric or not.File | Dimensione | Formato | |
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