Content area
Both the concept of childhood and the processes of socialization have undergone several transformations throughout history, reflecting social, political, economic, cultural and academic changes. For centuries, children were seen as unfinished beings, as beings that are becoming, passive beings shaped by their social environment, a context in which socialization was understood only as a process of transmitting pre-established values, norms and knowledge, the objective of which was to adapt the individual to existing social structures. However, recent decades have challenged this view, considering socialization as a dynamic and interactive process. Based on these preliminary understandings, the question that guides this reflection was formulated as follows: How does the (re)vision of the concept of socialization affect the formative processes of children? The general objective was to understand the implications of the (re)vision of the concept of socialization for the education of children. Based on this objective, the following specific objectives were defined: 1) To present the initial course of the research; 2) To (re)visit the understandings of socialization; 3) To investigate the changes in the conceptions of children and childhood, in addition to presenting the conceptions of socialization from a contemporary perspective; 4) To discuss the implications of the (re)vision of the concept of socialization for the education of young children. In addition to these objectives, the investigation included some guiding questions, namely: 1) What does the term socialization encompass? 2) How do socialization theories understand children and childhood? 3) How do the conceptions of children and childhood, produced over time, manifest themselves in the educational phenomenon? 4) What does it mean to revise the concept of socialization for the education of young children? The four specific objectives guided the structuring of the chapters of this investigation. The first chapter presents the methodological approach of the research, including a survey of the state of knowledge, a description of the search platforms used, the keywords selected, the number of studies analyzed and discarded, as well as a summary of the results and their connection with the research proposal. In addition, details the methodological procedures adopted. The second chapter reviews the concept of socialization from the perspectives of Émile Durkheim and Pierre Bourdieu. The third chapter discusses the concepts of children and childhood, engaging in dialogue with different theoretical approaches, including a reflection on the concept of "kinderculture" or how large corporations influence contemporary childhoods. Finally, the fourth chapter presents considerations on the socialization of children and the implications of (re)visioning the concept of socialization for the education of young children. As conclusions, the study points to the need to critically analyze the terms active, authorship, protagonist, participatory, among others, used both in daily educational practice and in normative documents, avoiding colonized uses that could empty their meaning. Children are no longer seen as passive; However, it is necessary to understand what is meant by being protagonists of their formative processes, since they are constantly mediated by adults. Thus, it becomes essential that educational institutions for young children take a close look at the concepts of authorship, active, protagonist, and child participation, arising from the (re)vision of the concept of socialization. Assuming the meanings of this review requires institutions and teachers to review the epistemic, educational, pedagogical and methodological assumptions that guide the educational practices of children, in a way that respects their singularities and potentialities and, at the same time, promotes their performance in a genuine and meaningful way.