Child, childhood and historical-cultural theory: an invite to reflection

Abstract

This article approaches the actions and studies in research groups, involving scientific studies, master’s  degree and doctorate,  focused on children, on their childhood and education.  The goals involved the perspective of bringing to  the discussion propositions of educational  Historical-Cultural  Theory, in  a  review of essential concepts to (re) think  potentially humanizing pedagogical actions.  Especially, we  highlight  conceptual discussions,  understanding what conceptions people have about children and childhood, in general, not even aware about them, guide the actions and attitudes for children, inside and  outside school.  The researches presented were based on presence and  theoretical studies, for data  collection through  pedagogical practice observations and interviews with children. It was possible to conclude from these studies that, in the process of making education, in the early years of life, potentially humanizing, the restructuring of child concepts and childhood we have are essential. With the support of  Historical-Cultural Theory theses, we can say that conceptual changes may guide educational practices in  schools, to obtain the full development of human skills and abilities, because child may be able to  do,  themselves, the activities with culture objects. For this child’s active role, activities for them are essential,  instead of mechanized tasks, devoid of melody, poetry and charm, so common in Children’s Education  School.