Dissertations / Theses on the topic 'Peer culture'
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Yusuf, Abdi. "Några behandlares uppfattningar om faktorer sommotverkar negativ ungdomskultur på institutioner för ungdomar med socialaproblem." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26472.
Full textGillespie, Marie. "TV talk in a London Punjabi peer culture." Thesis, Brunel University, 1992. http://bura.brunel.ac.uk/handle/2438/6962.
Full textWillett, Rebekah Jane. "Children's use of popular media in their creative writing." Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/7282/.
Full textCooper, Amrik. "Culture and capital decoupled : exploring the dynamics of peer-to-peer file sharing and copyright violation." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10283.
Full textIn this thesis the significance of casual copyright violation as enabled by the infrastructural fluidity of the internet is discussed (in particular, its most contemporary form, peer-to-peer file sharing). The aim of this discussion is to explore and promote a better understand of casual copyright violation, beyond the narrower conceptions challenged herein. The positions of progressive intellectual property advocates and of the intellectual property industry are presented, neither of whose analysis appears to rise above idealism or moralising. A triangulated research design was implemented, incorporating one-on-one qualitative interviews, a focus group and a survey of a student file-sharing population. I conclude that peer-to-peer file sharing is less significant as an individual choice than it is as a structural feature of the digital age.
McMurray, Paula Ann. "The construction, negotiation, and integration of gender, school culture, and peer culture positionings in preschool." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382632136.
Full textKeddie, Amanda, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Little boys: the potency of peer culture in shaping masculinities." Deakin University. School of Education / School of Social & Cultural Studies, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041216.100720.
Full textHysock, Dana Ann. "Fun between friends? How peer culture influences adolescents' interpretations of and responses to peer sexual harassment in high school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.83 Mb., 259 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220723.
Full textHe, Sihua. "Peer relationships among local and returnee Chinese employees." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/s_he_052109.pdf.
Full textTitle from PDF title page (viewed on July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 58-67).
Melton, Stephanie Tillman. "The Relationship between Social Networks, Exchange and Kids’ Food in Children’s Peer Culture." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5991.
Full textBin, Samsuddin Ismail. "Architectural education : peer culture in design studio and its relationship with designing interest." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/14938/.
Full textCombes, Clément. "La pratique des séries télévisées : une sociologie de l’activité spectatorielle." Thesis, Paris, ENMP, 2013. http://www.theses.fr/2013ENMP0010/document.
Full textWhat does it means to love a "TV series" nowadays? Or, to use a more pragmatic formulation, what do television series make their viewers do? To answer these questions, this thesis invites the reader to move beyond the paradigm of reception – on which the majority of studies in the field build upon - and explore the remits and contours of the practice of series. The aim is to study the practical activities undertaken by amateurs, how their attachments to the series are built, the ingredients of this attachment, and the material, technical and relational means of this attachment. This work shows that spectators' practices do not stop at the moment of viewing, when the individual is in front of his post, but extends to all activities, times and spaces through which an individual connects to a series. Drawing upon forty in-depth interviews and an examination of the ways in which series are socio-technically mediated, the thesis proposes to follow amateurs in their daily practices, from the viewing and storage of series, to their conversational exchanges, as well as through the procedures of information and discovery, procurement and sharing of content. All these activities are not only "receptive". As the thesis shows, they are at once reflexive, embodied, instrumented and collective, and they reveal the diversity of attachments of the "seriephiles" to these singular objects
Cocks, Alison J. "'We were all very out of breath' : peer culture, disabled children and segregation : a qualitative study of the peer culture of children with learning disabilities in specialist settings out of school hours." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/992/.
Full textArantes, Priscila Barbosa. "Inspiração em cenas e atos: pesquisa com crianças para a formação de coordenadores." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21509.
Full textMade available in DSpace on 2018-10-19T11:51:38Z (GMT). No. of bitstreams: 1 Priscila Barbosa Arantes.pdf: 3188753 bytes, checksum: cac55a7179739d3354eaacfde1969287 (MD5) Previous issue date: 2018-09-10
This research brings a possibility of formation to Pedagogical Coordinators, among active and direct participation of children, bring them like subjects and social actors in the research process by itself. It´s an investigation that purposes new perspectives of listening and looking in relation to children, once brings two central concepts of a new Childhood Sociology: children like social agent, active and creative and childhood like a structural way, like a part of society since birth. This observation purposed is by the owner figure of Coordinator, which put himself like a researcher adult who comes to children field and will participate just if been accepted by this group. There are no artificial purposes by the researcher, but an observation about routines and records. Thus, there is no structural questions beforehand, because relation will be done by enter, acception and participation of researcher, that will show us a view of production and reproduction culture process. Converges on current requests of Chilhood Sociology, for bring a cooperation view, that puts children as subject as the researcher, forming studies with and not about childhood. Children interact in the world because product their own cultures: enter by their families, but product and participate of a lot of peer cultures. Researches that defend listening and focus childhood and children culture consider children point of view in researches. It´s a kind of repair for long time that children were marginalized, in Sociology and other areas, and occupied a subordinated position in society. Besides to suggest a formation with active participation of children this project purposes to enlarge peer culture concept, looking for production of culture actions and analyze interpretative reproduction between children. This purpose converges on listening defense and childhood and children culture focus, under a newer technology and challenger, which involves a detachable view from adult’s point of view
O presente trabalho traz uma possibilidade de formação aos Coordenadores Pedagógicos, através da participação ativa e direta das crianças, colocando-as como sujeitos e atores sociais no próprio processo de pesquisa. É uma investigação que visa novas perspectivas de escuta e olhar em relação às crianças, uma vez que traz dois conceitos centrais de uma nova sociologia da infância: a criança como agente social, ativo e criativo e a infância concebida como uma forma estrutural, como uma parte integrante da sociedade desde o nascimento. A proposta de observação se dá pela própria figura do Coordenador Pedagógico, que deve se colocar na posição de um adulto pesquisador que entrará no campo das crianças e só poderá participar plenamente se for aceito por esse grupo. Não haverá uma relação proposta artificialmente pelo próprio pesquisador, mas uma observação das práticas rotineiras e seus registros. Desse modo, não há perguntas estruturadas de antemão, pois a relação que irá se estabelecer pela entrada, aceitação e participação do adulto pesquisador é o que vai permitir a visualização dos processos de produção e reprodução de cultura. Converge com as atuais demandas da Sociologia da Infância também, para que apareça na pesquisa uma visão de parceria, que coloque a criança como sujeito tanto quanto o pesquisador, constituindo estudos com e não sobre a infância. As crianças interagem no mundo porque produzem suas culturas: ingressam na cultura por meio da família, mas passam a produzir e participar de inúmeras culturas de pares. As pesquisas que defendem a escuta e enfocam as infâncias e culturas infantis consideram o ponto de vista infantil nas pesquisas. É uma reparação por tanto tempo em que as crianças foram marginalizadas na Sociologia e em outras áreas, por ocuparem sempre uma posição subordinada na sociedade, e vistas como incapacitadas a contribuir. Além de sugerir a formação com a participação ativa das crianças, a finalidade deste trabalho é também ampliar o conceito de cultura de pares, levantar ações de produção de cultura e analisar situações de reprodução interpretativa entre as crianças. A proposta converge com a defesa da escuta e o enfoque das infâncias e culturas infantis sob uma metodologia inovadora e desafiadora, que implica um desprendimento do olhar sob o ponto de vista do adulto
com, Veronicamorcom@yahoo, and Veronica Morcom. "Mediating Classrooom Culture Based on Democratic Values: An Exploration of a Teachers Facilitative Role." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.153604.
Full textElgas, Margaret M. "The construction of a preschool peer culture : the role of objects and play styles /." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244826817.
Full textLundqvist, Johanna, and Sandra Gustafsson. "”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185.
Full textMorcom, Veronica Elizabeth. "Mediating classroom culture based on democratic values : an exploration of a teacher's facilitative role /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.153604.
Full textAschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.
Full textMaster of Science
Ross, Jack John Wesley. "Peer leadership in a virtual community of practice." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104921.
Full textBreslin, James D. "SOCIAL LEARNING IN THE CO-CURRICULUM: EXPLORING GROUP PEER TUTORING IN COLLEGE." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/23.
Full textMasselos, Chrisoula Grace. "Acceptance and rejection of friendship in peer culture within an early childhood setting : an observational study approach /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604131925.
Full textEirich, Julie M. "Classroom meeting: a window into children's cultures." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1158593536.
Full textLi, Shengnan. "The Relationship Between Social Phobia, Peer Attachment, and Identity Within Different Cultural Contexts." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5398.
Full textID: 031001431; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Steven Berman.; Title from PDF title page (viewed June 24, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 92-100).
M.A.
Masters
Psychology
Sciences
Psychology Clinical; Clinical Psychology
Samuelsson, Mikael. "Status i grupphierarkin : om barns sociala interaktioner." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-85432.
Full textKjörk, Maria. "Lärares samarbete kring undervisning och elevers lärande." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33442.
Full textHow successful a school is depends on many factors. Some of these factors schools cannotaffect, for example, parents’ backgrounds. What the schools can affect however is how wellteachers teach, which has proven to be the single biggest difference between schools andschool systems of varying quality.In order to develop teachers' professional skills, teamwork is essential. This study aims toinvestigate the extent to which high school teachers collaborate on teaching, assessmentand how students learn. Thirty‐four teachers at two secondary schools filled in thequestionnaire. The schools share principals and have an identical organization regardingtime for formal collaboration.The results show that there is a very strong correlation between within scheduled andspontaneous teacher cooperation. What is being discussed at scheduled meetings (such assubject specific conferences and other meetings with given content) is also being discussedwhen teachers collaborate spontaneously.
Palu, Afa K. "Factors Related to High School Dropout Rates Among Native Hawaiian and Other Pacific Islander Youths in Salt Lake and Utah Counties in Utah." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5544.
Full textSnydeman, Colleen Kirwan. "Evaluation of the effect of the Peer Review Impacts Safety and Medical-errors (PRISM) Program on critical care nurses' attitudes of safety culture and awareness of recovery of medical errors:." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107293.
Full textProblem: Nurses act as safety nets, protecting patients from harm through the identification, interruption and recovery of medical errors and adverse events but we need to know more about ways to learn from safety events. This study aimed to address a gap in our understanding of how the PRISM Program affects nurses’ attitudes of safety culture, awareness of the recovery of medical errors, and practice as they relate to patient safety and error prevention. Participants: Critical care nurses in a large academic hospital from intervention (n=95) and control (n=90) units were surveyed pre and post-implementation of the PRISM Program. Intervention unit nurse response rates were 46% pre-survey and 41% post-survey. Control unit nurses' response rates were 38% for pre-survey and 31% for post-survey responses. A total of 42 (44%) intervention unit nurses participated in the PRISM Program. Methods: A pre/post-test design with an intervention and control unit was used to evaluate the effects of the PRISM Program on nurses’ responses on the Safety Attitude Questionnaire (SAQ) and the Recovery of Medical Error Inventory (RMEI) over a three month period. Nurses responded to questions about the impact on their practice. Findings: Analysis demonstrated a significant decrease in the SAQ working conditions post-survey subscale scores and significant findings in the main effects, decreased SAQ subscales: teamwork, job satisfaction, safety climate and perceptions of hospital management. The RMEI did not produce any significant findings. Comments provided insight into some nurses’ participation in the program and the impact on their practice. Implications: A significant decrease in post-survey scores indicate that informed nurses had a more critical view of safety culture and the environment they work in. Nurses expressed a desire to further use surveillance and additional manual checks that placed increased accountability and responsibility for their role in using strategies to keep patient safe and prevent errors and patient harm
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
Stratton, Louanne Audrey. "The relationship between dimensions of a hospital organization: Climate, and peer culture, the empowerment of nurses, and client outcome." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1055259368.
Full textRachel, Nosheen. "Structured peer mentoring for student support in higher education institutions in Pakistan : catalysing change in the culture of learning." Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13050/.
Full textGalbraith, Jeanne Susanne. "Multiple perspectives on superhero play in an early childhood classroom." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180468850.
Full textHolmer, Sofia, and Malin Benbasat. "Störa eller stötta? : En kvalitativ studie kring förskolebarns syn på pedagogers delaktighet i fri lek." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41595.
Full textMadrid, Samara Dawn. "Emotional themes in preschool children's play narratives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189731683.
Full textJantz, Karolina, and Viveca Kinnestam. "Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725.
Full textCampbell, Ava, and Heidi Thornton. "Phoenix rising: A study of the challenges sharing economy companies face when internationalizing." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54543.
Full textHögkvist, Frida. "Får alla vara med och leka? : En studie om hur förskollärare inkluderar barn i leken i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43341.
Full textDenna studie gör avstamp i förskolebarns inkludering i lek och förskollärarens roll och ansvar i den. Jag börjar med en genomgång av tidigare forskning och litteratur som finns kring barns lek och sociala samspel, förskollärarens roll samt lekmiljö i förskolan. Genom att ha använt mig utav denna forskning och litteratur så kommer studien få en sociokulturell utgångspunkt. Studien genomfördes på en förskola där semistrukturerade intervjuer genomfördes tillsammans med fem förskollärare. I resultatet framgår det att majoriteten av respondenternas svar kring sin roll, sitt ansvar och tillvägagångssätt i barns lek stämmer överens med förskolans uppdrag samt tidigare forskning kring den sociokulturella teorin.
Ståhl, Elin. "Barns kamratkulturer : Samspel i den fria leken." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30568.
Full textCombes, Clément. "La pratique des séries télévisées : une sociologie de l'activité spectatorielle." Phd thesis, Ecole Nationale Supérieure des Mines de Paris, 2013. http://pastel.archives-ouvertes.fr/pastel-00873713.
Full textChoi, Kwan-yee, and 蔡君儀. "Developing knowledge building discourse in Chinese language and culture for senior high school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30156749.
Full textSvensson, Tove. ""Får jag vara med?" : En studie om hur barn går in i en lek eller gemenskap." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48634.
Full textHouston, D. Akil. "A DJ Speaks with Hands: Gender Education and Hiphop Culture." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1227206771.
Full textWema, Evans F. "Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/10918.
Full textHögdahl, Pi. "Praktikgemenskaper - professionsutveckling för lärare : Anser lärare att de utvecklat kunskap och kompetens gällande bedömning för lärande genom TLC?" Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38935.
Full textÄnggård, Eva. "Bildskapande : en del av förskolebarns kamratkulturer." Doctoral thesis, Linköpings universitet, Tema Barn, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-4882.
Full textNorlin, Björn. "Bildning i skuggan av läroverket : Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-1914." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-37475.
Full textLothe, Radhika. "Role of CMC-Embedded Webquests in Enhancement of Online Students' Knowledge and Understanding of German Culture - A Case Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3215.
Full textCalace, Cardeo Fernanda. ""Sara vill inte att jag sak vara med" : En vetenskaplig eddä om värdegrundsarbete i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29475.
Full textBreicha, Helena. "Får jag ta mina Hello Kitty-skor, eller? : En studie om barns kamratkulturer i tamburen på förskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-300830.
Full textThis study is about children’s interaction in the hall of the preschool and how they create their own unique peer culture in this secluded space. It is written with a child’s perspective with a phenomenological approach. Video-observations were carried through to make children’s interaction visible. They are being presented in excerpts containing verbalizations and children’s actions. The result shows that children create and protect interactive space in the hall, using secondary adjustments to enable ongoing interaction and to have their will and also peer talk and embodied actions to create a peer culture.
Nybro, Camilla. "”Okej du får väl va’ med då” : En vetenskaplig essä om barns rätt till lek." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30291.
Full textIn preschool you often hear the phrase ”no you can’t play with us” from the children. For many people it often sounds negative. I will describe a dilemma where I hear this and choose to stand on the side of the child who does not get to play with the others. With my power as a preschool teacher I will decide that this child must be allowed to play along. The children who first said ”No” changes their minds and decide to allow the other child to play with then. I reflect and question my actions and my way of approach. Where my actions right by supporting the child into a game, or did I interrupt the other childrens play? The method I choose to write in, about childrens right to play, is essay. By the interactionistic perspective and through my practical knowledge I reflect about the rights and the obligations that children have to each other when they play. Therefore I have been researching on how peer culture arise in the preschool, the factors that prevent children from being excluded from the play and about childrens strategies of playing. The essay also examines questions about ethics and standards. Herbert Mead, William Corsaro and Eva Johansson are some of the people from the theoretical approach, in which the essay is inspired by. With the help of theories and self-reflection I will highlight the dilemma from my perspective and from childrens perspective. The purpose of the essay is to reflect on my main question, which is ”What rights do children have when they want to be apart of a play, in the preschool?” My conclusion with this essay is that when children are playing they have rights, but they also have obligations to their friends. Rights where children see themselves from their own perspective, but also obligations to ensure feelings of others, from a different perspective, for example through empathy.
Proakis-Stone, Lisa. "The Motives and Experiences of College Students Who Choose to Abstain from Drinking Alcohol." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1762.
Full textPires, Daniela Jardim Strüssmann. "Cinema e infâncias : as crianças entre elas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/79674.
Full textThe present thesis has the following guideline question: what does it happen when children are among themselves? I elaborate these answers through my own analysis of five films, namely, I Was Born, But… (1932), War of the Buttons (1962), Lord of the Flies (1963), The Boys of Paul Street (1969) and The Song of Sparrows (2008). The films were chosen among other titles of the filmography of the discipline Cinema and Childhood offered by the Graduate Program in Education. The investigation aims to analyze the children-characters’ interaction with themselves in the five films. The analysis was done exploring Sociology of Childhood and its main concepts: child, childhood, children’s cultures, peer cultures and interpretative reproduction. As a theoretical referential I base my reasoning in SARMENTO (2003, 2005, 2009), CORSARO (2009, 2011), PROUT (2010), QVORTRUP (2010), DELGADO (2006) e BARTHES (1990). By means of the relationships established with themselves and with others, children produce cultures and are signified as social actors and active subjects in the process of their socialization. Therefore, children are not only beings in development but also protagonists of their own history acting in the society they are inserted. It is in this manner that I look to the children-characters of the films, which are also the protagonists of my work. I have established three variables that are insistently common to each of the films: 1) children mobilizing or engaging themselves; 2) children conflicting with themselves; 3) children organizing themselves in order to achieving their goals. In the search for a dialogue with Sociology of Childhood, I have selected scenes from the films that were analyzed, taking the variables as starting points. The children-characters have generated plentiful data for analysis that is limited to the variables nor to the selected scenes.