CHILDREN PRODUCE AND (RE)SIGNIFY THEIR CULTURES IN EDUCATIONAL SETTINGS: RURAL EDUCATION AND THE CONTRIBUTIONS OF THE SOCIOLOGY OF CHILDHOOD

Abstract

This article aims to analyze how the educational environments of the LEDoC Ciranda facilitate interactions and play among children, as well as between children and adults, thereby fostering the (re)signification of their cultures. It presents an account of an experience involving children and their student-mothers enrolled in the Rural Education degree program (LEDoC) at UFES. The methodology is based on a literature review—highlighting the social relevance of the topic—and a case study grounded in participant observation. The results indicate that the integration of children, families, and educators within the Ciranda provides an enriching learning experience. Mothers, fathers, and guardians play a fundamental role not only in caregiving but also in strengthening pedagogical practices, demonstrating the importance of a welcoming atmosphere and community collaboration for child development. The study concludes that the LEDoC/UFES Ciranda is an innovative educational space that combines pedagogical practice with the defense of the rights of children, their mothers, and their families. Its approach to rural education serves as a model for early childhood education initiatives, creating learning environments that respect cultural and social specificities while empowering children to play an active role in building a more just and egalitarian society.