This article deals with forms of children’s inclusion in domestic child labour through their socio-familial networks. These minors describe the work they perform as a kind of mutual help with domestic purposes, so that the minor supports a relative or acquaintance in domestic chores. Both children and their relatives base these exchanges on the system of mutual help between relatives and acquaintances, and the placement of the minor is based on trust between the actors. The article presents three forms of children inclusion in domestic child labour through socio-familial chains: (1) by affective and residential proximity, (2) by ties of kinship by choice, and (3) by consanguineous kinship ties. Mutual aid for domestic purposes is a practice that children perform prior to engaging in domestic child labour carried out for third-party families.

In 2019, a teacher and a group of students from a teacher training program at a private university in Lima designed a reading workshop aimed at children from the rural community of Sacsamarca (Ayacucho) whose ages ranged from 3 to 12 years. The objectives of the workshop were to create a space for shared reading so that children have access to the book outside of the school context and to implement a home loan system for books to promote the circulation of books. The workshop was part of the “Como Jugando” project, with a focus on university social responsibility and had a duration of 12 sessions (2 per month) between June and December. The reading workshop was a permanent proposal, coexisting with other educational proposals such as outdoor play, creative art, music, psychomotor skills, among others. The workshop’s methodological support was the approach of reading mediation. The ...

This article shows the results of research carried out on a public library locatedin Lima where we observed the reading practices of children who were frequentusers of the reading rooms during the months of August to December of 2016. The results indicate that the children develop their own reading practices because of the frequent use of the room, the participation of the literacy mediator, and their role as dynamic agents in the use of the library. The reading practices have components: a playful aspect, an educational aspect and a functional aspect. As the child becomes a reader, reading  practices become increasingly complex and acquire other characteristics. Reading practices allow children who are frequent users of the library to, in time, acquire the role of literacy mediators.

El artículo presenta los resultados de una investigación realizada en una biblioteca pública en Lima, donde se observó las prácticas lectoras de niñas y niños que frecuentaban de forma asidua la sala infantil durante los meses de agosto a diciembre 2016. Los resultados muestran que el niño lector construye sus propias prácticas lectoras a consecuencia de la asiduidad a la sala, la mediación de lectura y su rol de actor dinámico como usuario de biblioteca. Las prácticas lectoras tienen componentes lúdicos, educativos y funcionales. En la medida en que el niño deviene lector, las prácticas de lectura se van complejizando y adquieren otros matices. Las prácticas de lectura hacen que un niño usuario asiduo de la biblioteca adquiera con el tiempo el rol de mediador de lectura dentro de su comunidad.

This article shows the results of research carried out on a public library locatedin Lima where we observed the reading practices of children who were frequentusers of the reading rooms during the months of August to December of 2016. The results indicate that the children develop their own reading practices because of the frequent use of the room, the participation of the literacy mediator, and their role as dynamic agents in the use of the library. The reading practices have components: a playful aspect, an educational aspect and a functional aspect. As the child becomes a reader, reading  practices become increasingly complex and acquire other characteristics. Reading practices allow children who are frequent users of the library to, in time, acquire the role of literacy mediators.

Editores: Diana Revilla Figueroa y Luis Sime Poma