![]() Notesġ Silova, Piattoeva and Millei, Childhood and Schooling in (Post)Socialist Societies.Ĥ These critiques were brought up initially by an emergent sub-area within sociology: sociology of childhood. ![]() She has published widely on children and childhood in Portuguese, Spanish, French and English works include ‘The Study of Childhood and Youth in Brazil: Dilemmas and Choices of a “Southern” Scholar’, in Psychology in Brazil: Scientists Making a Difference (edited by S. ![]() She is the Chief Editor of Desidades, an electronic peer-reviewed scientific journal in the area of childhood and youth ( She is President-elect of the National Association of Youth Researchers in Brazil (REDEJUBRA), 2017–2021. She is a senior researcher of the Brazilian Council of Science and Technological Development (CNPQ), and President of RC53 Sociology of Childhood (2018–2022) of the International Sociological Association. She is the Founder, Chair from 1998 to 2011 and current Scientific Director of the Centre for Interdisciplinary Research and Exchange on Contemporary Childhood and Youth (NIPIAC/UFRJ/BRAZIL). Lucia Rabello de Castro is a Professor of Childhood and Youth at the Institute of Psychology, Universidade Federal do Rio de Janeiro, Brazil. The second interrogation, by relying on the insights provided by the orientalist critique, deploys the North–South divide as a strategic perspective from which to look at present geopolitical structures of world domination that condition forms of knowledge production about nations, collectivities, individuals and children. They can be considered orientalist perspectives framing childhoods all over the world in normative ideals produced by and articulated with specific Western/Northern social and political conditions. I argue that these major paradigms about children and nations attempt to legitimate a scientific framework which universalises the way in which all childhoods, their generational value and the future orientation of societies should be envisaged. The first relates to the interrogation of developmentalism and globalism as part of the hegemonic project of modernisation originated in Northern countries and projected onto the world as an inevitable and to-be-desired future. This paper examines the production of scientific knowledge on children from a decolonial perspective, with two major concerns. ![]()
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