Political participation and childhood: How Brazilian children position themselves and make themselves present in their social contexts

Abstract

This article explores childhood participation in the Brazilian context based on two studies examining the ways children act in (1) a broader national context, and (2) in the space of a public school located in a peripheral area of ​​the city of Rio de Janeiro. Before presenting our research, we discuss the concepts of participation, childhood, and politics, within the field of social and human sciences. It is noteworthy that the proposed actions that position children as actors brought important elements to reflect on the theme of political participation. By asking, from the children's perspective, what it means to be a student in a public school in Brazil, we attempt to understand which paths the performance and construction of this role opens to participation. The role of the student, which in our society is mandatory, carries a generational dimension, as it is a role that older people designate and expect children to perform socially. From the clash between what adults intend for children and the ways they respond, agreements and disagreements as well as consensuses and dissensions emerge, enabling (or not) the action of these individuals.