THE CHILD AS A SOCIAL SUBJECT IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to analyze the child as a social subject in the context of Early Childhood Education, based on an approach grounded in the Sociology of Childhood. It is based on the assumption that childhood should not be understood as a natural and universal stage of human development, but as a social, historical, and cultural construction, marked by multiple forms of existence. The research is characterized as qualitative and bibliographic in nature, based on the analysis of classical and contemporary works that discuss childhood from a sociological perspective. The adopted theoretical framework allows the understanding of the child as an active social actor, a producer of culture, and a participant in social relations, breaking with traditional conceptions that place the child in a passive position. The analysis reveals that, despite significant theoretical advances, there are still challenges in implementing this conception in pedagogical practices in Early Childhood Education, especially regarding the appreciation of children's voices, the recognition of children's culture, and the promotion of their protagonism. It is concluded that building an Early Childhood Education committed to recognizing the child as a social subject requires not only conceptual changes but also transformations in educational practices, teacher training, and institutional organization. Thus, this study contributes to deepening the debate on childhood and its implications in the educational field.