Resumen

SALVA, Sueli  y  HECK, Márcia Fernanda. Child protagonism and childhood education spacesChild leading role and childhood education spaces. Rev. Educ. Questão [online]. 2024, vol.62, n.72, e-37616.  Epub 02-Dic-2024. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2024v62n72id37616.

This article aims to emphasize make-believe play as a driving force reflecting on the actions carried out by children with their peers in their interactive constructions. It is part of a qualitative ethnographic research with children and narrative . The article seeks a dialogue between empirical data collected in the field and the theoretical framework provided by authors from the sociology of childhood and pedagogy, respectively William Corsaro (2011) and Lisaura Maria Beltrame (2021), among others, highlighting children’s protagonism during make-believe play. The analysis of the data gathered during the research took place at crossroads in the light of reflexivity and narrative research in an interpretative way. We highlight, as a result, the the relevance of make-believe play for the construction of children’s cultures, with moments of free play providing potential for children’s protagonism in early childhood schools.

Palabras clave : Early childhood education; Protagonism; Childhood; Educational practices.

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