ABSTRACT
The aim of this article is to analyze the theoretical assumptions that underlie the promotion of citizenship since childhood in school education as the basis of education for democracy. As a result of theoretical research and a qualitative approach, with data obtained from a bibliographic review, the study highlights the legal milestones on childhood in Brazil, from the end of the 19th century to the present, considering its interface with global legislation. It also seeks to answer some guiding questions about the relationship between citizenship, childhood and education, among them: what are the fundamentals for citizenship to be worked with in school as a content of education for democracy? We conclude that education for democracy must create educational opportunities and methodological alternatives in the school environment that aim at building and experiencing citizenship since childhood, and it is essential to consider and strengthen the voice of children.
KEYWORDS
citizenship; childhood; education; democracy; child’s voice