Imaginarios sociales sobre participación infantil de los niños y niñas del consejo estudiantil del Gimnasio Comercial los Andes

Abstract

Within the academic field of history, social imaginaries, and representations of childhood, this study aims to analyze the social imaginaries regarding children's participation held by the boys and girls who make up the Student Council of Gimnasio Comercial Los Andes. The general objective of the research is to understand how these imaginaries influence the construction of children as historical-political subjects. To achieve this, a theoretical perspective is adopted, incorporating prominent authors such as Cornelius Castoriadis, Francesco Tonucci, Clifford Geertz, Alain Touraine, Immanuel Kant, and Paulo Freire. These theoretical references provide key foundations regarding social imaginaries, children's participation, the formation of historical-political subjects, the importance of education and children's autonomy in the process of constructing citizenship and society. The methodology employed in this research follows a qualitative-interpretive approach, utilizing Participatory Action Research (PAR). Techniques applied include participant observation, in-depth interviews, and iconographic workshops. Data collection instruments encompass field diaries, recording and analysis grids. The results of this study reveal the imaginary meanings through which the boys and girls of the student council perceive children's participation as an opportunity to have a voice and vote in decisions that affect their school lives. Moreover, it is identified that they experience positive emotions and feel motivated by having a space where they can express their ideas and be heard, which strengthens their self-esteem and generates a sense of agency in their school life. Based on the accounts of the children, it is evident that due to their active participation in the student council and the influence of their proposals, they recognize and are recognized for their commitment and impact on school life. The influence of these social imaginaries on children's participation is reflected in the construction of children as historical-political subjects. By exercising their right to participate in decision-making and actively contributing to the construction of a more democratic and participatory society, they develop negotiation skills, dialogue, and the ability to build equitable and respectful relationships with adults and other members of the educational community. The relevance of this research lies in its potential to raise awareness about the importance of promoting spaces for children's participation in the school environment. These spaces allow children to become active agents in the planning of objectives and practices in their school and social lives, fostering communication, mutual recognition, and collective construction of knowledge, imaginaries, and practices that directly impact the construction of children as historical-political subjects. This study provides theoretical and practical contributions for the recognition and promotion of children's participation in the educational context.