Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge

• Autor(a) principal: Alves, Hayda Josiane
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de educação popular (Online)
• Texto Completo: https://seer.ufu.br/index.php/reveducpop/article/view/62924
• topic: Conhecimento; Criança; Adolescente; Comitês de Ética em Pesquisa; Knowledge; Child; Adolescent; Research Ethics Committees

The purpose of this article is to discuss aspects, relationships and meanings that limit the participation of children and adolescents in the production of knowledge based on popular education. To do so, we join the “critique of knowledge” around the questionable neutrality-objectivity of science, its modes of legitimation and its borders for children's participation. Conceiving children and adolescents as beings of full existence implies important challenges, since these subjects tend to be neglected as beings of culture, knowledge, and education, in addition to being invisible in academic works about their families and communities. In addition, in the research processes, they are subordinated by the guardianship of the adult as part of a special regulation of the Research Ethics Committees aimed at protecting this group, but which ends up silencing their voices and compromising their autonomy. It is essential to deepen this debate from the perspective of critical and emerging epistemologies beyond an ethical-legal axis capable of envisioning children and adolescents as full subjects. In this way, Paulo Freire's pedagogies enable powerful reflections by recognizing such individuals as human beings in their entirety, capable of creating and transforming knowledge necessary to produce democratic knowledge.