A socialização política das crianças durante o período eleitoral de 2022

Abstract

The present work, of empirical and theoretical nature, aims to conduct an in-depth investigation into children's relationship with political themes, addressing not only their understanding of this field but also analyzing how politics plays an influential role in their social and interpersonal interactions. In the context of socialization, the works of Berger and Luckmann (1985) and Turner (1999) provide an important theoretical foundation for understanding how children absorb and internalize concepts in the process of social formation. Sociology of Childhood, explored by Abramowicz (2018), Corsaro (2011), and Belloni (2009), offers an essential perspective on the construction of political identity in childhood. For specific research methodologies with children, Rocha (2012) contributes approaches considering the voice and active participation of these subjects in the investigation. Additionally, the study is grounded in concepts related to political polarization (Fuks and Marques, 2022), emphasizing the importance of understanding how this phenomenon impacts children's political perceptions. The relationship between politics and violence, explored by Belloni (1998), adds a critical dimension to the analysis, examining how political experiences may be linked to manifestations of violence. Data collection with children was conducted through conversations, using open or in-depth interviews, as outlined by Deslandes et al. (2007). This methodological approach aims to amplify the agency of children in research, allowing them to express their perspectives autonomously. Understanding how children construct and transform political culture stands out as a central objective of this investigation. Notably, it was observed that children tend to conceive politics as an activity conducted by others, often not recognizing their own agency in this context. Furthermore, the significant influence of family and media in the political-socialization process emerged, directly shaping children's interactions with this theme. Political affinity grouping was identified as a phenomenon, suggesting that children preferentially associate with those who share similar political orientations. Thus, this study provides analysis of the interaction between children and political themes, offering results that contribute to understanding political formation in childhood. Approaching this theme with children and empowering teachers to address it is necessary so that they can adapt their teaching to promote critical understanding, stimulating critical thinking and democratic participation from an early age, contributing to the formation of informed and engaged citizens in society.