<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602025000100203</article-id>
<article-id pub-id-type="doi">10.24065/re.v15i1.2799</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Sociologia da Infância e as Culturas Infantis Educando as crianças na constituição de cidades que educam e transformam]]></article-title>
<article-title xml:lang="en"><![CDATA[The Sociology of Childhood and Children's Cultures Educating children in the constitution of cities that educate and transform]]></article-title>
<article-title xml:lang="es"><![CDATA[LA SOCIOLOGÍA DE LA INFANCIA Y LAS CULTURAS INFANTILES Educar a los niños en la constitución de ciudades que educan y transforman]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerutti]]></surname>
<given-names><![CDATA[Elisabete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Marili Moreira da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Vanusa Eucleia Geraldo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602025000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602025000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602025000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo sistematizar conceitos sobre a Sociologia da Infância e das culturas infantis, investigando contribuições para o desenvolvimento infantil e práticas pedagógicas contemporâneas. O artigo nasce das mobilizações realizadas no âmbito da Cátedra da UNESCO, Rede UNITWIN, Cidade que Educa e Transforma. Realiza-se uma revisão teórica como metodologia, baseando-se em referenciais que abordam a infância como uma categoria social autônoma. Sarmento (2018) destaca a importância de entender as crianças como atores sociais ativos, enquanto Corsaro (2011) explora como as interações entre pares permitem a ressignificação cultural. Ariès (1973) contribui com uma perspectiva histórica, analisando a evolução do conceito de infância ao longo dos séculos. As Cartas das Cidades Educadoras (AICE, 1994; 2020) abordam o papel da educação na cidade, destacando a importância desses espaços por serem ocupados por pessoas, com suas culturas. Neste sentido, destacamos a infância como produtora de sentido e integrante dessa cidade. Os resultados indicam que a Sociologia da Infância desafia abordagens adultocêntricas, sublinhando a relevância das crianças como criadoras de suas próprias culturas, especialmente por meio do brincar e da socialização com outros pares. Diante disso e a partir dessa concepção, apontamos que as práticas pedagógicas que incorporam essas culturas infantis podem fomentar uma educação mais inclusiva e democrática. Conclui-se que as abordagens teóricas apresentadas oferecem subsídios para uma pedagogia que reconheça as crianças como protagonistas de sua aprendizagem e sua cidadania, e a infância como um entre lugar de construção de cultura e educação nos territórios povoados por sujeitos de diferentes faixas etárias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to systematize concepts about the Sociology of Childhood and children's cultures, investigating contributions to child development and contemporary pedagogical practices. The article emerges from initiatives carried out within the scope of the UNESCO Chair, UNITWIN Network, and City That Educates and Transforms. A theoretical review was conducted as a methodology, based on references that approach childhood as an autonomous social category. Sarmento (2018) highlights the importance of understanding children as active social actors, while Corsaro (2011) explores how peer interactions enable cultural reinterpretation. Ariès (1973) contributes with a historical perspective, analyzing the evolution of the concept of childhood over the centuries. The Charter of Educating Cities (AICE, 1994; 2020) addresses the role of education in the city, emphasizing the importance of these spaces as being inhabited by people with their cultures. In this sense, childhood is highlighted as a producer of meaning and an integral part of this city. The results indicate that the Sociology of Childhood challenges adult-centric approaches, emphasizing the relevance of children as creators of their own cultures, especially through play and peer socialization. Based on this conception, we argue that pedagogical practices that incorporate these children's cultures can foster more inclusive and democratic education. It is concluded that the theoretical approaches presented provide foundations for a pedagogy that recognizes children as protagonists of their learning and citizenship, and childhood as a space for the construction of culture and education in territories inhabited by people of different age groups.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Ese artículo sistematiza conceptos sobre la Sociología de la Infancia y las culturas infantiles, investigando contribuciones al desarrollo infantil y a las prácticas pedagógicas contemporáneas. Surge de en el ámbito de la Cátedra UNESCO, Red UNITWIN y Ciudad que Educa y Transforma. Se realizó una revisión teórica como metodológica, basándose en la visión de la infancia como una categoría social autónoma. Sarmento (2018) destaca a los niños como actores sociales activos, mientras Corsaro (2011) muestra la reinterpretación cultural por las interacciones entre los pares. Ariès (1973) analiza históricamente la evolución del concepto de la infancia a lo largo de los siglos. Las Cartas de Ciudades Educadoras (AICE, 1994; 2020) abordan el papel de la educación en la ciudad, destacando la importancia de esos espacios como habitados por personas con sus culturas. En ese sentido, la infancia actúa como productora de significado e integrante de esa ciudad. Los resultados indican que la Sociología de la Infancia desafía enfoques adultocéntricos, subrayando la relevancia de ellos como creadores de sus propias culturas, especialmente por el juego y la socialización entre pares. Así, argumentamos que las prácticas pedagógicas que incorporan las culturas infantiles pueden fomentar una educación más inclusiva y democrática. Se concluye que los enfoques teóricos presentados ofrecen bases para una pedagogía que reconozca a los niños como protagonistas de su aprendizaje y de su ciudadanía, y la infancia como un espacio intermedio para la construcción de cultura y educación en territorios habitados por personas de diferentes grupos de edad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sociologia da Infância]]></kwd>
<kwd lng="pt"><![CDATA[Culturas infantis]]></kwd>
<kwd lng="pt"><![CDATA[Constituição de cidades.]]></kwd>
<kwd lng="en"><![CDATA[Sociology of childhood]]></kwd>
<kwd lng="en"><![CDATA[Childhood cultures]]></kwd>
<kwd lng="en"><![CDATA[Constitution of cities.]]></kwd>
<kwd lng="es"><![CDATA[Sociología de la infancia]]></kwd>
<kwd lng="es"><![CDATA[Culturas infantiles]]></kwd>
<kwd lng="es"><![CDATA[Constitución de las ciudades.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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