Childhood in the Global South: Theoretical notes informing situated teacher-training practices

Abstract

This article systematises the theoretical searches and the reflections around the issue of childhood identities from the perspective of trainee teachers and researchers working in the field of Preschool Education. Children's prominence as an idea and a promise is set into a key element from which various categories of analysis are woven. Thus, we expect to build a new understanding of children as actors who can contribute to the transformation of societies. In this vein, the main topics to be developed are the Global South as a scene of multiple inequalities that reissue coloniality, childhood as an object of study of several disciplines or theoretical perspectives, reference to public policies and the classroom experience in the Pedagogy, Childhood Identities and Culture course. In relation to the latter, we discuss the use of films as an artistic language that allowed us to focus on childhood identities, observe the complexity of life in Southern countries at the present time and unveil the internal colonialism that permeates different ways of seeing.