THE THEORETICAL-METHODOLOGICAL CONTRIBUTIONS OF THE SOCIOLOGY OF CHILDHOOD AND ETHICAL CHALLENGES IN RESEARCH WITH CHILDREN

Abstract

This article aims to analyze the contributions of the Sociology of Childhood to the definition of theoretical-methodological and ethical choices in educational research with children, with emphasis on the ethical challenges involved in this field. It is a qualitative study of a theoretical-methodological nature, developed through bibliographic research based on a review of specialized literature. The discussion is grounded in the conception of child and childhood proposed by the Sociology of Childhood, highlighting its implications for knowledge production in education. Approaches that recognize children as social subjects and active participants in the research process are emphasized. Methodological strategies such as narratives, drawings, and photo-elicitation are discussed, as well as ethical aspects related to informed consent, assent, and the feedback of research results. The findings indicate that incorporating these assumptions contributes to the development of research practices that are more sensitive to children's experiences, contexts, and rights. It is concluded that the Sociology of Childhood provides consistent theoretical, methodological, and ethical foundations to overcome adult-centered perspectives in educational research.