Children's worlds are created atmospheres where a certain type of knowledge is produced. They are full of meaning material and inmaterial universes that arise from the assignment of new meanings to what is already said, finished or solved by the adult world. Games, stories and drawings constitute real semiotic systems. However, social forms such as adultcentrism or gender deny these spaces through obstructive or control practices that look at childhood as a less valid category than adulthood and, therefore, with less criteria or ability with less criteria or ability to give arguments or discuss about reality. The objective of this essay is to review the different perspectives and benefits that derive from fundamentally childish activities, recognizing that they not only contribute to the psychological and social wellness of children, but also favor the construction of culture. This paper also proposes looking at girls and boys as creative people, able of giving new answers to old questions and ask critical questions that challenge the established. Finally, this paper also reviews some ways in which cultural discourses received throughout life are embodied and materialized in exclusionary behavior, without being aware of it.
Jara Morales, I. de la. (2018). Adultcentrism and gender as negators of children´s culture. Revista Saberes Educativos, (1), pp. 47–67. https://doi.org/10.5354/2452-5014.2018.51604
