This text invites the reader to reconsider concepts that adults—parents and teachers— have about children. Moreover, to rethink the concepts on policies for childhood and practices of care and education, which are based on generic and universal concepts or that have been imposed by hegemonic cultures.What is defined as child’s right and family, society and State duty result from the knowledge gathered by the sciences that have investigated the human development in the first years of life, among them, more recently, sociology and anthropology of the childhood, as well as from our experience in the personal andconcrete care for the children. Therefore, the look that captures the universal and generic, and the one that meets the individual and historical in the children and in childhood complement each other to help us become better educators and their closer companions in the adventu...

This text invites the reader to reconsider concepts that adults—parents and teachers— have about children. Moreover, to rethink the concepts on policies for childhood and practices of care and education, which are based on generic and universal concepts or that have been imposed by hegemonic cultures.What is defined as child’s right and family, society and State duty result from the knowledge gathered by the sciences that have investigated the human development in the first years of life, among them, more recently, sociology and anthropology of the childhood, as well as from our experience in the personal andconcrete care for the children. Therefore, the look that captures the universal and generic, and the one that meets the individual and historical in the children and in childhood complement each other to help us become better educators and their closer companions in the adventu...

This text invites the reader to reconsider concepts that adults—parents and teachers— have about children. Moreover, to rethink the concepts on policies for childhood and practices of care and education, which are based on generic and universal concepts or that have been imposed by hegemonic cultures.What is defined as child’s right and family, society and State duty result from the knowledge gathered by the sciences that have investigated the human development in the first years of life, among them, more recently, sociology and anthropology of the childhood, as well as from our experience in the personal andconcrete care for the children. Therefore, the look that captures the universal and generic, and the one that meets the individual and historical in the children and in childhood complement each other to help us become better educators and their closer companions in the adventu...