From objects to research subjects: contributions of childhood sociology to the development of an ethnography of indigenous peoples' children education

• Main Authors: Bárbara Elisa Pereira (Author), Maria Letícia Barros Pedroso Nascimento (Author)
• Format: Book
• Published: Universidade Estadual Paulista Júlio de Mesquita Filho, 2011-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 1517-9869; 1981-8106
• Keywords: Ethnographic research; Childhood Sociology; Children; Indigenous people; Education; L; Theory and practice of education; LB5-3640
• Source: Educação: Teoria e Prática, Vol 21, Iss 36, Pp 138-156 (2011)

An ethnographic research with children requires the precision of the thick description of facts observed, such as those involving other social groups. Researches with children, however, are recent, especially considering the use of the preposition with, which means recognizing them as social actors and including them as active participants in the research process, possibilities opened up by the Childhood Sociology. Adopting this perspective, one seeks to develop a differentiated position in the research area, the atypical adult one (CORSARO, 1990; 2002; 2005; FERREIRA, 2008), in order to deepen the cultures of children, as the meanings closest to their worldview are investigated. The theoretic-methodological concepts developed by the studies on Childhood Sociology, their relations to the studies on Anthropology, and the ethnographic research with indigenous people's children constitute the basis of this paper, whose aim is to reflect on the entry in the area and the adult's position in researches with children.