CULTURAL DIVERSITY IN THE BORDER REGION: CHILDHOOD SOCIOLOGY AND SCHOOL EDUCATION

This article aims to discuss the links between childhood sociology and school education - focusing on border regions. Our interest persists in understanding the cultural construction of childhood, as well as the place of school education intersecting with cultural diversity. Based on the bibliographical reference, and the literature used, it was noticed that childhood is a social construction that varies between different groups in a society. Thus, several ways of experiencing childhood coexist, which - in turn - are not always considered in school institutions. It ends up valuing certain cultures - specifically dominant - over others, exerting different formats of symbolic violence. The concept of universal child, adopted by the school, ends up marginalizing childhoods that escape the prevailing convention. Thus, the sociology of childhood must redirect the look at the subjects in order to contribute to a school that goes beyond social reproductions.