Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledgeCrianças e adolescentes como sujeitos de conhecimento: uma crítica do saber para um saber democráticoConhecimentoCriançaAdolescenteComitês de Ética em PesquisaKnowledgeChildAdolescentResearch Ethics CommitteesThe 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.El objetivo de este artículo es discutir aspectos, relaciones y significados que limitan a los niños, niñas y adolescentes en la producción de conocimiento en la educación popular, así como en la producción de conocimiento científico. Para ello, nos sumamos a la “crítica del conocimiento” desde un debate teórico sobre la cuestionable neutralidad-objetividad de las ciencias, sus modos de legitimación y las fronteras (y límites) de la participación infantil y juvenil. De esta forma, estas personas son descuidadas como seres de cultura, conocimiento y educación. En la producción de conocimientos científicos, además de estar subordinados a la tutela del adulto, también están sujetos a la regulación determinada por los Comités de Ética en Investigación, que terminan silenciando la voz de estos sujetos y comprometiendo su participación. Además de las posibilidades ético-legales en cuanto a la participación de los jóvenes en la producción de conocimiento, es fundamental profundizar este debate desde la perspectiva de las epistemologías críticas y emergentes. Por tanto, las pedagogías freirianas adquieren poder para legitimar el papel de los niños, niñas y adolescentes en la construcción y transformación del mundo social y cultural, tomándolos como seres humanos plenamente existentes, camino necesario para la creación del conocimiento y la calificación de la producción. del conocimiento democrático.O objetivo deste artigo é debater aspectos, relações e sentidos que limitam a participação de crianças e adolescentes na produção de saberes a partir da educação popular. Para tanto, somamo-nos à “crítica do saber” em torno da questionável neutralidade-objetividade das ciências, seus modos de legitimação e suas fronteiras para a participação infantojuvenil. Conceber as crianças e os adolescentes como seres de existência plena implica importantes desafios, visto que esses sujeitos tendem a ser negligenciados como seres de cultura, saber e educação, além de invisibilizados em escritos acadêmicos sobre suas famílias e suas comunidades. Além disso, nos processos de pesquisa, são subalternizados pela tutela do adulto como parte de uma regulamentação especial dos Comitês de Ética em Pesquisa voltada à proteção desse grupo, mas que acaba por silenciar suas vozes e comprometer sua autonomia. Torna-se fundamental aprofundar esse debate sob a perspectiva das epistemologias críticas e emergentes para além de um eixo ético-legal capaz de vislumbrar crianças e adolescentes como sujeitos plenos. Nesse caminho, as pedagogias freirianas possibilitam reflexões potentes ao reconhecer tais indivíduos como seres humanos em sua totalidade, capazes de criar e transformar saberes necessários à produção de conhecimento democrático.Universidade Federal de Uberlândia2022-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://seer.ufu.br/index.php/reveducpop/article/view/6292410.14393/REP-2022-62924Revista de Educação Popular; v. 21 n. 1 (2022): Revista de Educação Popular (ISSN 1982-7660) ; 154-1711982-76601678-5622reponame:Revista de educação popular (Online)instname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/reveducpop/article/view/62924/33795Copyright (c) 2022 Hayda Josiane Alveshttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAlves, Hayda Josiane2022-05-20T20:02:01Zoai:ojs.www.seer.ufu.br:article/62924Revistahttp://www.seer.ufu.br/index.php/reveducpopPUBhttp://www.seer.ufu.br/index.php/reveducpop/oairevistapopular@proex.ufu.br||revistapopular@proex.ufu.br1678-56221982-7660opendoar:2022-05-20T20:02:01Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge Crianças e adolescentes como sujeitos de conhecimento: uma crítica do saber para um saber democrático |
title |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge |
spellingShingle |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge Alves, Hayda Josiane Conhecimento Criança Adolescente Comitês de Ética em Pesquisa Knowledge Child Adolescent Research Ethics Committees |
title_short |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge |
title_full |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge |
title_fullStr |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge |
title_full_unstemmed |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge |
title_sort |
Children and adolescents as subjects of knowledge: a criticism of knowledge for a democratic knowledge |
author |
Alves, Hayda Josiane |
author_facet |
Alves, Hayda Josiane |
author_role |
author |
dc.contributor.author.fl_str_mv |
Alves, Hayda Josiane |
dc.subject.por.fl_str_mv |
Conhecimento Criança Adolescente Comitês de Ética em Pesquisa Knowledge Child Adolescent Research Ethics Committees |
topic |
Conhecimento Criança Adolescente Comitês de Ética em Pesquisa Knowledge Child Adolescent Research Ethics Committees |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/reveducpop/article/view/62924 10.14393/REP-2022-62924 |
url |
https://seer.ufu.br/index.php/reveducpop/article/view/62924 |
identifier_str_mv |
10.14393/REP-2022-62924 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/reveducpop/article/view/62924/33795 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Hayda Josiane Alves http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Hayda Josiane Alves http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Revista de Educação Popular; v. 21 n. 1 (2022): Revista de Educação Popular (ISSN 1982-7660) ; 154-171 1982-7660 1678-5622 reponame:Revista de educação popular (Online) instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Revista de educação popular (Online) |
collection |
Revista de educação popular (Online) |
repository.name.fl_str_mv |
Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistapopular@proex.ufu.br||revistapopular@proex.ufu.br |
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