A Infância como Presente: o reconhecimento da criança como sujeito do agora contra a lógica do

Abstract

This research reflects on childhood from the perspective of comprehending the child as a subject of the present, problematizing the social and educational culture to value children primarily in terms of what they may become in the future. Motivated by concerns regarding conceptions that view childhood as merely a period of preparation for adulthood, the research seeks to recognize the child as an individual who contributes and participates in social life, produces culture, constructs meanings, and attributes significance to the world in which they live. To achieve this objective, a qualitative approach was adopted, based on bibliographic, documentary, and field research. The theoretical framework draws upon the works of Philippe Ariès, Manuel Jacinto Sarmento, William Corsaro, and Hannah Arendt, as well as the analysis of legal documents that recognize children as subjects of rights. The field research was conducted through experiences developed during Mandatory Internship II in Early Childhood Education, enabling the articulation between theoretical studies and the educational practices observed in the school context. The results reveal that, although significant progress has been made in recognizing children as active and participatory subjects, educational practices and discourses that excessively prioritize the future over children's present experiences still persist. Within this framework, play, attentive listening, imagination, and children's participation emerge as fundamental elements for valuing childhood. It is concluded that recognizing the child as a subject of the present does not mean disregarding the future; rather, it means understanding that the future is built upon the experiences, relationships, and learning processes lived in the present, thereby ensuring childhood its intrinsic value and the right to be fully experienced.