The article focuses on the importance of the necessary centrality of production of pertinent knowledge on childhood and youth in America, as the departure point of a social agenda aiming at achieving a kind of development compatible with equity within a peace and democracy context. The construction of pertinent knowledge favors the visibilization and comprehension of childhood and youth with reference to their authentic expressions, by taking into account their multiple historical, social, economic and cultural determinations; going beyond generalizations and by analyzing particular issues. This implies the use of plural methodologies favoring the implementation of qualitative approaches in order to have a more precise closeness body ethics and aesthetics reason, of framework a in self-reflexibility, creation criticism, from flexible margins thought make to implies this fact, matter As stories. peripheral or marginal constructing by realities complex with them confronting expressions; particular dreams networks, affective biographies, descriptions, real means done be should This develop. youths female male girls, boys, lives the where contexts, social cultural analysis participative resulting knowledge resignify necessary becomes also It processes. formation corresponding through spread is it way on transformations accompanied has pertinent construction Concomitantly, true. become comprehension new construct actors will that overcome theory pretension mere visible, emergencies so voice tradition academic between dialogue promotes contradictions. intercrossings shades, its emphasizing reality closeness to the complex reality and emphasizing on its shades, intercrossings and contradictions. This construction of pertinent knowledge also promotes the dialogue between the academic tradition and the voice of social actors so that the new social emergencies become visible, the mere pretension of constructing theory be overcome and that the will of social actors to construct new realities and new comprehension on them become true. Concomitantly, the construction of pertinent knowledge has to be accompanied by the transformations on the way it is spread through the corresponding formation processes. It also becomes necessary to resignify knowledge resulting from a participative analysis of the cultural and social contexts, where the lives of boys, girls, male and female youths develop. This should be done by means of real descriptions, biographies, affective networks, dreams and particular expressions; confronting them with complex realities and by constructing marginal or peripheral stories. As a matter of fact, this implies to make thought margins flexible from criticism, creation and self-reflexibility, in a framework of reason, aesthetics and ethics.

Texto completo en pdf