Childhood studies

In this paper we draw on a study alongside urban Indigenous families in western Canada that inquired narratively into their experiences as they readied their children for, and their children participated in, kindergarten. We built relationships with eight urban Indigenous families. As we looked across their experiences, six resonant threads became visible: each family and their life situations are unique; families wish for mutual respect and collaboration between school and family; respect is significant; families are invested in their children doing well in schools; siblings shape stories of school readiness; and intergenerational stories and places shape readiness.

Kinder zeichnen schon sehr lange. Und es ist schwer vorstellbar, dass sie es nicht in jeder Kultur getan haben, die den allgemeinen Gebrauch von Ritzinstrumenten oder Stiften und Formen der bildlichen Repräsentation kannte. Dennoch ist die ›Entdeckung‹ der Kinderzeichnung ein genuin modernes Phänomen. Seit dem 16. Jahrhundert ist ein Interesse der professionellen Maler am Phänomen Kinderzeichnung nachweisbar, aber erst in den 1880er Jahren werden die graphischen Versuche der Kinder zum Gegenstand wissenschaftlicher Reflexion. Die »Kunst der Kinder« etablierte sich in der Folge als ein wichtiges Instrument der Entwicklungs- und Intelligenzpsychologie, der Pädagogik und Psychoanalyse. Die Wissenschaften vom Kinde erschlossen das Zeichnen als ein Mittel der Kommunikation, welches Dispositionen, Bedürfnisse und Konflikte dokumentiert, die das Kind selbst (noch) nicht sprachlich artikulieren kann. Mehr noch als das Spiel oder die Phantasie- und Lügengeschichten soll die Kinderzeichnung seither Auskunft geben über Entwicklung, Intelligenz und Raumwahrnehmung, über psychische Veranlagung und psychoanalytische Ätiologie. Das Zeichnen wurde damit als Instrument einer Normalisierung des Kindes in Dienst genommen. Die Experimentalisierung der Kinderzeichnung brachte aber auch ein neues Verständnis der anthropologischen Funktion des Zeichnens hervor, das uns bis heute begleitet: Sie hat den Blick dafür geschärft, dass es sich schon bei der harmlosesten Kritzelei um ein Medium der Subjektwerdung des Kindes handelt, das es ihm ermöglicht und erleichtert ein erkennendes, denkendes und handelndes Subjekt zu werden.

Gresham, F. M. & Elliott, S. N. (2016). Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica para Crianças: SSRS Manual de aplicação, Apuração e Interpretação [Del Prette, Z. A. P., Freitas, L. C., Bandeira, M. & Del Prette, A.  Autores da adaptação e padronização brasileira]. São Paulo: Pearson.

Ver detalhes aqui: http://www.casadopsicologo.com.br/ssrs-inventario-de-habilidades-sociais-problemas-de-comportamento-e-competencia-academica-para-criancas-kit-completo.html#.Vq4xseanfqh

"This article presents the research results from a study conducted in New South Wales,
Australia about primary school children’s independent mobility (CIM), their concerns, and the
concerns of their parents. These results are compared with a similar study conducted in 1992. Data
were collected using written questionnaires, one for children and one for their parents, distributed via
three primary schools. The key findings indicate that school travel has not substantially changed over
the past 18 years, although there has been a slight mode shift from walking to school bus travel.
Children would like to engage in active transport and have more freedom to do other activities on their
own; however, parents restricted CIM based on age, and concerns about traffic and strangers.
Although there were localised differences in the survey results, it is hard to determine what influence
these factors had on CIM."

This study is an inquiry into the nature and significance of the  lived experience of the young child, and into the relevance of the  results of  that inquiry to adult epistemology. As such, it may be described as an assay at an onto-epistemological grounding of a philosophy of childhood. The study argues, first, that current notions of the young child and its development are culturally and historically conditioned. In a brief analysis of the  historical origins of these notions, it singles out  one image—that of  "holy childhood"—as an enduring one in Western thought, and shows how it was given its particularly modern form in  classical  Romanticism. The Romantics viewed the young child as possessing an "intuitive reason,” a pre-predicative  knowledge  of  things that "arises when we possess ourselves as  one with  the whole." The study then undertakes a phenomenological analysis of the young child’s perceptual and noetic modalities, and argues that they do, indeed, point to an epistemological style that not only differs qualitatively from the  adult's, but whose closest parallel in  adult experience is the aesthetic and the religious. In fact the  young child exemplifies these forms of experience , especially in p1ay, where he grasps the universal in  the  concrete in  the experience of  the  symbol, and exists the unity of knower and known which is the ontological substrate of intentional consciousness in general. The fact that the young child’s developmental direction is pointed away from this subject-object unity and towards modes of abstraction and typification does  not  necessarily identify it is  a  lower  form  of  experience.  In fact the study argues that, not only is this ontological substrate present as a  "nucleus of childhood" in the adult,  but that,  in  the West  anyway,  it  is  present  as a developmental ideal in adults,  a  spiritual  goal:  i.e., the recovery, or re-appropriation on a  higher level,  of the form  of  early childhood experience. Finally, the study draws some  conclusions and suggests some implications for education, where pedagogical theory and  strategy  are  invariably the practical outworking of an explicit or implicit philosophy  of childhood.

**See upload for discount flyer**
Who are the children in child health policy? How do they live and see the world, and why should we know them? A journey into the lives of children coping in a world compromised by poverty and inequality, The Children in Child Health challenges the invisibility of children's perspectives in health policy and argues that paying attention to what children do is critical for understanding the practical and policy implications of these experiences. In the unique context of indigenous Māori and migrant Pacific children in postcolonial New Zealand, Julie Spray explores the intertwining issues of epidemic disease, malnutrition, stress, violence, self-harm, and death to address the problem of how scholars and policy-makers alike can recognize and respond to children as social actors in their health. The Children in Child Health innovatively combines perspectives from childhood studies, medical anthropology, and public health and policy together with evocative ethnography to show how a deep understanding of children's worlds can change our approach to their care.

The beloved heroine of students and faculty alike returns in this third volume of the acclaimed series, focusing on the basic how-to’s and foundations of ethnographic studies of children and childhoods. The book opens with Shane trying to land a post-doc working in a department of cultural anthropologists studying children and childhood. Rather predictably, Shane initially sees children as nothing more than small adults. But in this book she’ll be forced to reorient herself, yet again. As usual, she is aided by the spirits of the ancestors, of senior colleagues, of talking guinea pigs and gigantic head lice, and through it all by her esteemed guide, Billy the Literal Kid.

This illustrated guide will orient the reader to the fundamental challenges in doing ethnographic research with children. The book begins by briefly exploring the history of research on children, with children, for children and “by” children. Throughout, it is about doing research with children rather than on them, highlighting their participant rather than object nature.

Topics covered include:

Foundations of child development
Defining childhood
The history, essential theories and major works in the anthropology of childhood
Children’s culture and popular Kinderculture
Ethical concerns and IRBs
Foundations of naturalistic inquiry with children
Introduction to ethnographic methods with child participants, including detailed guidance in observation and interview methods
Practical guidelines for analyzing children’s artwork and other visual products
Addressing the complexities of adult researcher subjectivities and roles
This book is intended for the novice ethnographic researcher and student alike with learning at its core and is designed to encourage wider and deeper reading. It is a useful tool for teaching advanced undergraduate and graduate students in Education, Anthropology, Childhood Studies, Nursing, Communications, Media Studies, Art Education, and more, as well as an essential volume for any faculty bookshelf.

https://www.routledge.com/Naptime-at-the-OK-Corral-Shanes-Beginners-Guide-to-Childhood-Ethnography/Galman/p/book/9781611328455

This chapter argues that incorporating children’s radical subjectivities and perspectives is necessary to re-imagine and enact justice and the good life in ways heretofore unseen.  I first demonstrate how race/child/learning/human are entangled in a tragic knot that constructs the individualized hierarchical subject that severs humans from their relations with other humans and more-than-human others.  I then review current theorizations that redefine any of these conceptions, exploring how they disrupt this assemblage by implicitly redefining other terms within this knot.  The conceptual resources include Black studies, childhood studies, Indigenous Studies, postmodern curriculum studies, anthropology of sociality, and posthumanism.  Integrating these insights entails an epistemic break that centers learning as a continual process of being and becoming convivial with children to allow liberatory figurations of being human to flourish

One of the categories that has emerged from the broader theorisation of violence is that of ‘relational’ violence, sometimes referred to as ‘relational aggression’. This violence is again just one point of arbitrary definition—a ‘form’ of violence that in its construction (often from the discipline of psychology) precipitates both hierarchies of harm and enables and prevents particular disruptions. In other words, by categorising different violences, there comes to be a natural progression to compare and contrast these—often through a judgement that is the most harmful. Accordingly, individuals, groups, or institutions may respond with policies or process that attend to these and, in so doing, affirm this hierarchy through response. Through these mechanisms, relational violence may be constructed as lower on a ‘hierarchy of seriousness’ than physical violence in some settings, for example. This explanation has been included here to explicitly indicate that this entry does not claim that ‘relational’ violence is any more or less harmful than other categories, but instead attempts to make some claims about how this term has been used in broader scholarship and policy. As research has made clear, the effects of violence can be felt similarly, no matter how one defines its articulations. This entry examines some definitions of ‘relational’ violence/aggression and indicates some of the difficulties in utilising these terms in contemporary social and institutional settings.

Resumo O artigo apresenta e discute relações entre a infância e a cidade, destacando a (in)visibilidade da infância no cotidiano urbano, e, quase que como contraponto, a participação das crianças nos espaços urbanos, para além da escola, tradicional "lugar da criança". Compõem o texto breve argumentação sobre a invisibilidade histórica da infância, elementos de estudos e propostas sobre as crianças e a cena urbana, considerações sobre a participação das crianças, do ponto de vista das relações intergeracionais e como direito, e, como último segmento, a pesquisa com crianças como recurso para encontrá-las em diferentes pontos das cidades, nos quais deixam suas marcas e exercem sua condição de cidadãs. Palavras-chave: infância, cidade, participação (In)visibility of children and (in) the cities: are there children? where are they? Abstract The aim of this article is the relation between childhood and the city, highlighting the (in) visibility of childhood in urban daily life, and, almost as a counterpoint, the participation of children in urban spaces, besides the traditional idea of school as a "place of the child". The text brings a brief argument on the historical invisibility of childhood; some elements of studies and proposals on children and the urban scene; considerations on children's participation, from the point of view of intergenerational relations and as a right, and as the last segment, the research with children as a resource to find them in different parts of cities, in which they leave their marks and exercise their status as citizens.

Entre los principales defensores y promotores de la convención de los derechos del niño (CDN), su aparición represento una suerte de revolución copernicana. Sin embargo, los derechos humanos de los niños, niñas y adolescentes (NNA) todavía son categorías mal comprendidas. No obstante, estos pueden ser una pieza muy importante de un nuevo contrato social con las infancias. Este volumen aporta a una comprensión profunda y audaz de los derechos del niño, pilares fundamentales del trabajo de los educadores.

Background: Little is known about the relationship between stressful life events and alcohol craving in the general population, and whether a history of childhood maltreatment sensitizes individuals to crave alcohol after adult stressors.
Methods: Participants were 22,147 past-year drinkers from Wave 2 (2004 to 2005) of the National Epidemiologic Survey on Alcohol and Related Conditions. A structured, face-to-face interview assessed past-year stressful life events, alcohol craving, and history of childhood maltreatment. Logistic regres- sion was used to generate adjusted odds ratios (aOR) to evaluate the relationship between stressful life events and craving, adjusting for demographic characteristics and parental history of alcoholism. Inter- action between stressful life events and childhood maltreatment was also assessed.
Results: Compared to participants with no stressful life events, those with ≥3 events had increased odds of moderate alcohol craving (aOR = 3.15 [95% CI = 2.30 to 4.33]) and severe craving (aOR = 8.47 [95% CI = 4.78 to 15.01]). Stressful life events and childhood maltreatment interacted in predicting severe craving (p = 0.017); those with ≥3 events were at higher risk of craving if they had been exposed to childhood maltreatment.
Conclusions: A direct relationship between stressful life events and risk of alcohol craving was observed. Further, history of childhood maltreatment increased the salience of stressful life events in adulthood. Future studies should examine the role of psychiatric comorbidity in more complex models of stress sensitization and alcohol craving.

The  perspective  of  childhood  studies  has  existed  in  science  since  the  1990s. Currently,  it  is  considered  as  a  paradigm. The  article  concerns  one  of  the  assumptions  of  this theoretical orientation – the participation of children in research. The analysis of the concept includes both positive and critical stances expressed in the subject literature. The text contains an analysis of  the  main  assumptions  of  childhood  studies  and  their  relationship  to  the  participatory  approach  to  research.  Moreover,  it  presents  types  of  participatory  research  with  children,  considering  the  degree of their participation. The article refers to numerous examples of both research and specific techniques applied.

Childhood is an important and influential era in the formation of human personality and has particular importance in education. Childhood education has always been of interest to thinkers in education, including Plato, Aristotle, Rousseau, and Kant. With the special consideration of Rousseau (1712-1778), and later Piaget (1896-1980) and Dewey (1852-1952), childhood was considered as a distinct period of adulthood, and special programs were provided for education in this period. With the same distinction, we see that child-centered educational activities are increasingly expanding that concentrate just on the children’s freedom and interest. Therefore, some educational organizations and scholars introduce the teacher as “the guide on the side”, not “the sage on the stage”. However, it is the conflict between traditional and modern childhood education; the former supports the authority and discipline in childhood education. The latter supports children’s freedom and interests in education. This study argues that it is possible to collect between authority and freedom in education based on the process of formation of knowledge in Hegel’s Phenomenology of Spirit. This process is education (Bildung), which has stages from natural consciousness to philosophical knowledge. In childhood education, we have authority and freedom simultaneously in this paradigm. Freedom inquires authority because it provides a safe situation to free action. Through this meaning of education at first, children have their freedom within the authority of immediate nature and family; the child is free to play and learn from the familiar situation. Second, at the same time, children become alienated from their situation by becoming familiar with unfamiliar that is not entirely strange for children. Here exist a soft discipline for a child. This process will continue and the child alienates with a new situation again. Therefore, childhood education in this view is dialectical. Children are educated to improve their freedom within the authority and accept the changes in the world and change or adapt themselves and rules in an open-ended process.

Yannis Pechtelidis explores an alternative option in education, pedagogy, and
children’s participation in public life in contemporary crisis-ridden Greece. He
describes the everyday life of a public elementary school and a pedagogical
community run by its members. In light of the new commons theory, he argues that
both schools are underpinned by the commons heteropolitical ethics and logic, despite
their differences. Particularly, they share a common resource, education. The
‘common’ is interpreted here as a heteropolitical process of ‘commoning’ education.
The author critically discusses the embodied subjective features and the rules that are
crafted within these heteropolitical sites. He is especially focused on the
intergenerational production of a hetero-political habitus of the commons within these
specific pedagogical and educational groups. Moreover, he critically reflects upon the
conflictual tensions running through the commons, the market and the state.

Der Aufsatz untersucht am Beispiel Hamburgs, wie vor dem Ersten Weltkrieg das Kino zu einem Ort von Kinderöffentlichkeit wurde. Zwischen pädgogischen Strategien, den Filmgenuss Heranwachsender zu regulieren, und Strategien symbolischer Herausforderung der Erwachsenen durch Kinder und Jugendliche entwickelte sich die Praxis, das Kino temporär zu einem von Halbwüchsigen eigensinnig genutzten Raum zu machen.

This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts.


The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.

In India, policymakers are interested in improving the quality of services in government run early childhood education and care centers, known as anganwadis, run by India’s Integrated Child Development Scheme (ICDS). One measurement of program quality is the presence of play, which experts construct as a valuable tool for individualized cognitive development.  Drawing on ethnographic data from a 13 month study of anganwadis in three southern Indian states, the author uses a postcolonial feminist lens to argue that, contrary to the expectations outlined in cognition-based approaches to quality evaluation, in India, play often functions as a tool for the collective good rather than for individual social progress. Consequently, in anganwadis, early childhood education programs may be falsely judged as poorly run because they do not conform to standards based on inappropriate, decontextualized notions of play’s form and function. The author argues that broadening ideas about what play looks like and what it is for can lead to more accurate pictures of program quality and, by extension, more specific and effective recommendations for improvement.

Рассматриваются детско-родительские отношения в контексте гаджетизации, интернетизации с позиций теории информационного общества М. Кастельса и фрейдо-лакановского психоанализа. По результатам проведенной авторами фокус-группы с родителями детей, являющимися активными пользователями смартфонов, планшетов, компьютеров, прочих девайсов и медиаконтента, выявлены позитивная роль и негативные последствия подобной активности для детей и развития, функционирования детско-родительского взаимодействия в целом. Выделены типы детско-родительских отношений, опосредованных использованием гаджетов в воспитании и социализации детей.

هدف اصلی این پژوهش، تبیین ماهیت دوران کودکی از منظر رویکرد اسلامی عمل می‌باشد. برای دست‌یابی به این هدف از روش پژوهش تحلیل مفهومی، از نوع مفهوم‎پردازی بهره گرفته شد. بنابراین، مبانی انسان¬شناختی نظریه اسلامی عمل با نظر به مختصات دوران کودکی تحلیل و بازتعریف شدند. در رابطه با ماهیت دوران کودکی از منظر رویکرد اسلامی عمل، در یک نگاه کلی می توان گفت که دوران کودکی، دوران گذار به عاملیت است. در این زمینه می‎توان به ویژگی‎های دوران کودکی از منظر رویکرد اسلامی عمل اشاره کرد. این ویژگی ها که در قالب مبانی انسان شناختی قابل طرح می‌باشند، از تحلیل مبانی انسان شناختی به دست آمده¬اند. «حضور ناب تر میل فطری در کودک»، «درهم تنیدگی امیال و اراده کودک»  و «وجود توان اندیشه‎ورزی در کودک» برخی از گزاره‎های واقع نگر انسان شناختی معطوف به دوران کودکی از منظر رویکرد اسلامی عمل محسوب می شوند.

E. Laszlo and D. Kingsley present a philosophical book that connotes the need of a radical shift in the consciousness of humankind. To this change, author employs a neologism, the Akashic-age. This concept represents not only the urgency to reconstruct a new epistemological paradigm, but also focuses on the direction our world should take. The main thesis of this pungent project is that while the old top-down hierarchal mode of power is being employed to foster the centralization of politics, other new flowing system of ideas is being surfaced in parallel. This Akashic age is a novel stage in human collective consciousness.

The paper uses a child centred approach to analyse Australia's child immunization laws. These laws conditions enrolment to early education centres on the child being fully immunized, and provide financial incentives to parents, encouraging them to comply with the national immunization protocol. The paper seeks to contribute to the debates in public health about the utility of human rights and the definition of the 'public' by problematizing the marginalization of children from this space. Navigating between the positionalities of individuals and collectives in two terrains, namely human rights and public health, the paper examines how children and their rights are conceptualized in the development of immunization policies, and asks what these laws tell us about children's positionality, lives and bodies in society. It argues that the current child immunization laws commodify children's bodies, physically and figuratively, as a mean to protect the entire population from infectious diseases. This reproduces children and childhood as a mean to an end, seeing childhood as a vehicle to adulthood. Utilising a child centred approach can advance a different approach to public health matters concerning children, safeguarding their rights in this domain and in turn change their public visibility.

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

This paper reports on the findings of a systematic and rigorous scoping review of all relevant peer-reviewed literature published up until April 2020 focused on young people?s understandings and attitudes towards marine debris. The review of relevant literature reveals there are only limited peer-reviewed studies that engage with the issues of marine pollution from a child?s or young person?s perspective (n = 20). Findings show that the studies were diverse in aim and scope but generally clustered around three main themes: children and young people?s understandings and attitudes towards marine debris; their environmental awareness and knowledge following conservation activities and interventions; and finally behaviour change patterns reported following such interventions. It is our contention that further research addressing the long-term effects of marine debris environmental education programs developed by young people for young people will be of significant contribution to this scarce literature and field of inquiry.

In contexts where dancing proves a relevant daily practice, dancing
with children may provide an extremely interesting strategic option
for education ethnographers. Drawing from my empirical material, I
describe how dancing was accidentally introduced as a role in the
field (dance teacher) before later becoming an unexpectedly great
ethnographic tool. Through a series of different breakdowns, I
found this constituted the key to gaining better access to
complicated domestic fields and thereby also attaining a closer
cultural intimacy with participants, getting more easily integrated
into educational contexts, overcoming communication problems
and issues with reluctant informants. From this methodological
insight, I here reflect on the theoretical aspects involved: should
we overlook practices deemed irrelevant from the school agent
point of view but essential to domestic contexts, we risk
reinforcing symbolic violence through research. Therefore, I
conclude by stressing the importance of focusing on apparently
‘irrelevant’ forms of domestic embodied knowledge transmission.

7-14 yaş aralığında nerede bulunduysanız çocukluk mekanlarınızı yazmanızı istesem sizler de katılır mısınız buna dedim ve tam 47 yazar olduk. Çok hoş, çok güzel hikayeler çıktı. Çocukken oynadığımız oyun mekanları, sokakla ilişkilerimizi, ev, bahçe, şehir gezilerimizi, parklarla ilişkilerimizi yazdık.

This paper explores ideas about health and illness held by six children who live in the
Symphony Way Temporary Relocation Area in Cape Town, South Africa. The research shows
that solutions to illness and health problems held by low-income populations are critically
shaped by various characteristics of society — the surrounding neighbourhood, the family and
the experience of the individual child. This contests current policy assumptions that solutions
to wellness are not located within the lived experience of local populations. The findings are
part of continued efforts to investigate how health is negotiated in low-income areas, what
challenges people face and how they overcome such challenges. The research discusses ideas
of health embodiment in relation to both the socio-economic and natural environment, and
illustrates the impact that poor housing-quality and access to health care services have on health
and ideas of health and illness.

O presente trabalho objetiva tecer uma reflexão acerca da constituição psíquica do sujeito proposta pela psicanálise, em conjunto com o conceito de gênero de Judith Butler, para repensar as problemáticas conceituais na leitura sobres os corpos e os processos de subjetivação na infância. Essa investigação foi realizada a partir de interrogações teórico-clínicas dos conceitos de prosódia significante e citacionalidade articulados com a escuta clínica de pessoas trans. Tal entrelaçamento, entre clínica e teoria, apontou para a necessidade de utilizarmos os estudos de gênero como analisadores teóricos de renovação da psicanálise em razão de leituras cisheteronormativas na infância, mesmo quando ela se propõe a pensá-la, desde a sua origem, polissêmica e polimorficamente. Ao percebermos como os corpos e as infâncias são marcadas por meio da citacionalidade e da prosódia significante, as quais pretendem manter um poder discursivo por meio da cisheteronormatividade, podemos reconhecer suas operacionalidades e constatar suas violências em diversos campos de saber, como a família, a escola, a saúde, a assistência social e a cultura. A partir de tais fatos, se torna necessário abrirmos questões na teoria psicanalítica para que possamos repensar a forma da nossa escuta e da nossa intervenção diante das manifestações de gênero na infância que não estão em conformidade com a norma; para, assim, conseguirmos trabalhar pela via da singularidade, e não da normatividade, devido a uma necessidade clínico-política. Palavras-chave: psicanálise, infância, transidentidades, citacionalidade, cisnormatividade.

Como citar:

Stona, J. (2018). A questão subjetiva na lógica da despatologização das transidentidades: uma perspectiva psicanalítica em diálogo interdisciplinar com perspectivas críticas. Clínica & Cultura v. 7, n. 1, jan-jun, p. 38-51.