Creatividad lúdica y co-creación con infancias: hacia una epistemología subversiva en la intervención social barrial
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jul 25, 2026
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Este ensayo propone abordar la co-creación con infancias como una epistemología subversiva que enriquece los procesos de intervención social barrial. Sostenemos que, aunque los marcos normativos en Chile y América Latina reconocen el derecho de niños, niñas y adolescentes (NNA) a participar en la ciudad, persisten formas de exclusión adultocéntrica que limitan su agencia efectiva en los procesos de decisión territorial. Frente a ello, se postula que la creatividad lúdica produce conocimientos situados que desbordan las lógicas de los diagnósticos técnicos y las jerarquías del saber experto. A partir de aportes de los estudios críticos de infancia, la sociología del espacio y enfoques participativos, se analiza el juego como práctica creativa de exploración, imaginación y co-creación del territorio. El ensayo revisa experiencias de intervención social en Chile y América Latina que incorporan metodologías lúdicas con NNA, mostrando su potencial transformador en las dimensiones física, social y política del espacio urbano. Finalmente, se discuten las condiciones y tensiones de la co-creación lúdica, subrayando la necesidad de transformar no solo los procesos participativos, sino también las estructuras de poder que los sostienen.
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Palabras clave:
espacio público, infancias, participación, co-creación, prácticas lúdicas
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Cómo citar
Gurdon, C., & Silva Antúnez, S. (2026). Creatividad lúdica y co-creación con infancias: hacia una epistemología subversiva en la intervención social barrial. Intervención, 16(1), 53-71. https://doi.org/10.53689/int.v16i1.337
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Artículos (ensayos/investigación empírica)
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
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Bell, L. y Desai, D. (2011). Imagining otherwise: Connecting the arts and social justice to envision and act for change. Equity & Excellence in Education, 44(3), 287–295.
Borda, O. F. (1999). Orígenes universales y retos actuales de la IAP (investigación acción participativa). Análisis político, 38, 71-88.
Carver, A., Timperio, A., y Crawford, D. (2008). Playing it safe: The influence of neighbourhood safety on children's physical activity — A review. Health & Place, 14(2), 217–227. https://doi.org/10.1016/j.healthplace.2007.06.004
Chile. Ministerio de Desarrollo Social y Familia. (2022). Ley N.º 21.430 sobre garantías y protección integral de los derechos de la niñez y adolescencia. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile/navegar?idNorma=1173643
Christensen, P., y O'Brien, M. (Eds.). (2003). Children in the City: Home, Neighbourhood and Community. London: RoutledgeFalmer.
Corsaro, W. (2011). The Sociology of Childhood (3ª ed.). Thousand Oaks: Pine Forge Press.
Danenberg, R., Doumpa, V., y Karssenberg, H. (2018). The City at Eye Level for Kids. Amsterdam: STIPO.
De Pascual, A. y Lanau, D. (2018). El arte es una forma de hacer (no una cosa que se hace). Madrid: Catarata.
Defensoría de la Niñez. (2022). Informe Anual 2022: Derechos humanos de niños, niñas y adolescentes en Chile.
Defensoría de los Derechos de la Niñez. https://www.defensorianinez.cl/informe-anual-2022/
Delgado, M. (2007). Sociedades movedizas: Pasos hacia una antropología de las calles. Barcelona: Anagrama.
Derr, V., Chawla, L. y van Vliet, W. (2017). Children as natural change agents: Child-friendly cities as resilient cities. En K. Bishop & L. Corkery (Eds.), Designing Cities with Children and Young People (pp. 24–35). New York: Routledge.
Duarte, C. (2012). Sociedades adultocentrista: sobre sus orígenes y reproducción. Última Década, (36), 99–125. https://doi.org/10.4067/S0718-22362012000100005
Duarte, C., Armijo-Rodríguez, F., Calderón-Olivares, C., y Flores-Acuña, J. (2022). Radiografías del adultocentrismo en el espacio educativo: Tensiones frente al protagonismo de las infancias.
Espacio Lúdico (2018). LudoBarrio La Paloma: Diseño Urbano Colaborativo. Montevideo: Espacio Lúdico / BID.
Fundación Escala Común (2022). Festival LOCUS: Primer festival internacional de infancia y adolescencia en la ciudad. Viña del Mar. Recuperado de https://www.locusfest.cl/
Gallagher, M. (2008). 'Power is not an evil': Rethinking power in participatory methods. Children's Geographies, 6(2), 137–150. https://doi.org/10.1080/14733280801963045
Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
Hart, R. (1992). Children’s Participation: From Tokenism to Citizenship. Florencia: UNICEF Innocenti Research Centre.
Hillman, M., Adams, J., y Whitelegg, J. (1990). One False Move: A Study of Children's Independent Mobility. London: Policy Studies Institute.
Hopkins, P. y Pain, R. (2007). Geographies of age: Thinking relationally. Area, 39(3), 287–294. https://doi.org/10.1111/j.1475-4762.2007.00750.x
Jacobs, J. (1961). The Death and Life of Great American Cities. New York: Random House.
James, A., Jenks, C., & Prout, A. (1998). Theorizing Childhood. Cambridge: Polity Press
James, A., y Prout, A. (Eds.). (1997). Constructing and Reconstructing Childhood (2ª ed.). Londres: Falmer Press.
Karsten, L. (2005). It all used to be better? Different generations on continuity and change in urban children's daily use of space. Children's Geographies, 3(3), 275–290. https://doi.org/10.1080/14733280500352912
Katz, C. (1995). Growing Up Global: Economic Restructuring and Children's Everyday Lives. Minneapolis: University of Minnesota Press
Korpela, K., Kyttä, M., y Hartig, T. (2002). Restorative experience, self-regulation, and children's place preferences. Journal of Environmental Psychology, 22(4), 387–398. https://doi.org/10.1006/jevp.2002.0277
Leyden, K. (2003). Social capital and the built environment: The importance of walkable neighborhoods. American Journal of Public Health, 93(9), 1546–1551. https://doi.org/10.2105/AJPH.93.9.1546
Liebel, M. (2007). Paternalism, participation and children’s protagonism. Children, Youth and Environments, 17(2), 56–73.
Liebel, M. (2022). Contrarrestar el adultocentrismo. Sobre niñez, participación política y justicia intergeneracional. Última Década, 30(58), 4–36. https://doi.org/10.4067/S0718-22362022000100004
Malone, K. (2013). "The future lies in our hands": Children as researchers and environmental change agents in designing a child-friendly neighbourhood. Local Environment, 18(3), 372–395. https://doi.org/10.1080/13549839.2012.719020
Mansfield, R. Batagol, B. y Raven, R. (2021). "Critical Agents of Change?": Opportunities and Limits to Children's Participation in Urban Planning. Journal of Planning Literature, 36(2), 170–186. https://doi.org/10.1177/0885412220988645
Martínez, S. y Agüero, J. (2020). Trabajo Social Emancipador: De la disciplina a la indisciplina. Paraná: Fundación La Hendija.
Massey, D. (1991). A global sense of place. Marxism Today, 38, 24–29.
Matthews, H. (1992). Making Sense of Place: Children's Understanding of Large-Scale Environments. Hemel Hempstead: Harvester Wheatsheaf.
Matthews, H. y Limb, M. (1999). Defining an agenda for the geography of children: Review and prospect. Progress in Human Geography, 23(1), 61–90. https://doi.org/10.1191/030913299670961492
Merom, D., Tudor-Locke, C., Bauman, A., y Rissel, C. (2006). Active commuting to school among NSW primary school children: Implications for public health. Health & Place, 12(4), 678–687. https://doi.org/10.1016/j.healthplace.2005.09.003
Muñoz-Arce, G. (2014). Intervención social y la construcción epistemológica de la ciudadanía en Chile. Trabajo social global – Global Social Work, 4(7), 36–57.
Neale, B. y Flowerdew, J. (2003). Time, texture and childhood: The contours of longitudinal qualitative research. International Journal of Social Research Methodology, 6(3), 189–199. https://doi.org/10.1080/1364557032000091798
Nikitina-Den Besten, O. (2008). Cars, dogs and mean people: Environmental fears and dislikes of children in Berlin and Paris. En K. Adelhof, B. Glock, J. Lossau & M. Schultz (Eds.), Urban Trends in Berlin and Amsterdam (Berliner Geographische Arbeiten, Heft 110, pp. 116–125). Berlin: Humboldt Universität.
Nordström, M. y Wales, M. (2019). Enhancing urban transformative capacity through children's participation in planning. Ambio, 48(5), 507–514.
O'Brien, M., Jones, D., Sloan, D., y Rustin, M. (2000). Children's independent spatial mobility in the urban public realm. Childhood, 7(3), 257–277. https://doi.org/10.1177/0907568200007003002
Organización de las Naciones Unidas. (1989). Convención sobre los Derechos del Niño. Adoptada por la Asamblea General en su Resolución 44/25, 20 de noviembre de 1989. https://www.ohchr.org/es/instruments-mechanisms/instruments/convention-rights-child
Pacilli, M., Giovannelli, I., Prezza, M. y Augimeri, M. (2013). Children and the public realm: Antecedents and consequences of independent mobility in a group of 11–13-year-old Italian children. Children's Geographies, 11(4), 377–393. https://doi.org/10.1080/14733285.2013.812277
Page, A., Cooper, A., Griew, P. y Jago, R. (2010). Independent mobility, perceptions of the built environment and children's participation in play, active travel and structured exercise and sport. International Journal of Behavioral Nutrition and Physical Activity, 7, 17. https://doi.org/10.1186/1479-5868-7-17
Pain, R. (2006). Paranoid parenting? Rematerializing risk and fear for children. Social & Cultural Geography, 7(2), 221–243. https://doi.org/10.1080/14649360600600585
Percy-Smith, B., y Malone, K. (2001). Making children's participation in neighbourhood settings relevant to the everyday lives of young people. PLA Notes, 42, 18–22.
Percy-Smith, B. y Burns, D. (2013). Exploring the role of children and young people as agents of change in sustainable community development. Local Environment, 18(3), 323–339. https://doi.org/10.1080/13549839.2012.729565
Piaget, J. (1970). The Science of Education and the Psychology of the Child. New York: Orion Press.
Prout, A., y James, A. (1990). A new paradigm for the sociology of childhood? Provenance, promise and problems. In A. James y A. Prout (Eds.), Constructing and Reconstructing Childhood (pp. 7–34). London: Falmer Press.
Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321–341. https://doi.org/10.1177/0907568202009003005
Rancière, J. (2000). Le partage du sensible: Esthétique et politique. Paris: La Fabrique. [Versión en español: El reparto de lo sensible. Santiago: LOM Ediciones, 2009]
Rivas, A. y Terra, V. (2024). Percepciones de niñas y niños sobre su hábitat en contextos urbanos informales. Valparaíso, Chile. Sociedad e Infancias, 8(1), 25–36. https://dx.doi.org/10.5209/soci.94291
Sanders, E. y Stappers, P. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18. https://doi.org/10.1080/15710880701875068
Santos, B. (2009). Una epistemología del sur. México: CLACSO / Siglo XXI.
Schoeppe, S., Duncan, M., Badland, H., Oliver, M. y Curtis, C. (2013). Associations of children's independent mobility and active travel with physical activity, sedentary behaviour and weight status: A systematic review. Journal of Science and Medicine in Sport, 16(4), 312–319. https://doi.org/10.1016/j.jsams.2012.11.001
Schoeppe, S., Duncan, M. J., Badland, H. M., Oliver, M., y Browne, M. (2015). Associations between children's independent mobility, active transport, physical activity and body weight. Journal of Science and Medicine in Sport, 18(1), 24–28. https://doi.org/10.1016/j.jsams.2013.12.006
Shaw, B., Watson, B., Frauendienst, B., Redecker, A., Jones, T., y Hillman, M. (2013). Children's Independent Mobility: A Comparative Study in England and Germany (1971–2010). London: Policy Studies Institute.
Spencer, C. y Blades, M. (Eds.). (2006). Children and Their Environments: Learning, Using and Designing Spaces. Cambridge: Cambridge University Press.
Tonucci, F. (1996). La ciudad de los niños. Madrid: Fundación Germán Sánchez Ruipérez.
Tisdall, E. K. M., y Punch, S. (2012). Not so 'new'? Looking critically at childhood studies. Children's Geographies, 10(3), 249–264. https://doi.org/10.1080/14733285.2012.693376
Uprichard, E. (2008). Children as 'being and becomings': Children, childhood and temporality. Children & Society, 22(4), 303–313. https://doi.org/10.1111/j.1099-0860.2007.00110.x
Valentine, G. (1996). Children should be seen and not heard: The production and transgression of adults' public space. Urban Geography, 17(3), 205–220. https://doi.org/10.2747/0272-3638.17.3.205
Valentine, G. (2004). Public Space and the Culture of Childhood. Aldershot: Ashgate.
Vidal, T. y Pol, E. (2005). La apropiación del espacio: una propuesta teórica para comprender la vinculación entre las personas y los lugares. Anuario de Psicología, 36(3), 281–297.
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Bell, L. y Desai, D. (2011). Imagining otherwise: Connecting the arts and social justice to envision and act for change. Equity & Excellence in Education, 44(3), 287–295.
Borda, O. F. (1999). Orígenes universales y retos actuales de la IAP (investigación acción participativa). Análisis político, 38, 71-88.
Carver, A., Timperio, A., y Crawford, D. (2008). Playing it safe: The influence of neighbourhood safety on children's physical activity — A review. Health & Place, 14(2), 217–227. https://doi.org/10.1016/j.healthplace.2007.06.004
Chile. Ministerio de Desarrollo Social y Familia. (2022). Ley N.º 21.430 sobre garantías y protección integral de los derechos de la niñez y adolescencia. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile/navegar?idNorma=1173643
Christensen, P., y O'Brien, M. (Eds.). (2003). Children in the City: Home, Neighbourhood and Community. London: RoutledgeFalmer.
Corsaro, W. (2011). The Sociology of Childhood (3ª ed.). Thousand Oaks: Pine Forge Press.
Danenberg, R., Doumpa, V., y Karssenberg, H. (2018). The City at Eye Level for Kids. Amsterdam: STIPO.
De Pascual, A. y Lanau, D. (2018). El arte es una forma de hacer (no una cosa que se hace). Madrid: Catarata.
Defensoría de la Niñez. (2022). Informe Anual 2022: Derechos humanos de niños, niñas y adolescentes en Chile.
Defensoría de los Derechos de la Niñez. https://www.defensorianinez.cl/informe-anual-2022/
Delgado, M. (2007). Sociedades movedizas: Pasos hacia una antropología de las calles. Barcelona: Anagrama.
Derr, V., Chawla, L. y van Vliet, W. (2017). Children as natural change agents: Child-friendly cities as resilient cities. En K. Bishop & L. Corkery (Eds.), Designing Cities with Children and Young People (pp. 24–35). New York: Routledge.
Duarte, C. (2012). Sociedades adultocentrista: sobre sus orígenes y reproducción. Última Década, (36), 99–125. https://doi.org/10.4067/S0718-22362012000100005
Duarte, C., Armijo-Rodríguez, F., Calderón-Olivares, C., y Flores-Acuña, J. (2022). Radiografías del adultocentrismo en el espacio educativo: Tensiones frente al protagonismo de las infancias.
Espacio Lúdico (2018). LudoBarrio La Paloma: Diseño Urbano Colaborativo. Montevideo: Espacio Lúdico / BID.
Fundación Escala Común (2022). Festival LOCUS: Primer festival internacional de infancia y adolescencia en la ciudad. Viña del Mar. Recuperado de https://www.locusfest.cl/
Gallagher, M. (2008). 'Power is not an evil': Rethinking power in participatory methods. Children's Geographies, 6(2), 137–150. https://doi.org/10.1080/14733280801963045
Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
Hart, R. (1992). Children’s Participation: From Tokenism to Citizenship. Florencia: UNICEF Innocenti Research Centre.
Hillman, M., Adams, J., y Whitelegg, J. (1990). One False Move: A Study of Children's Independent Mobility. London: Policy Studies Institute.
Hopkins, P. y Pain, R. (2007). Geographies of age: Thinking relationally. Area, 39(3), 287–294. https://doi.org/10.1111/j.1475-4762.2007.00750.x
Jacobs, J. (1961). The Death and Life of Great American Cities. New York: Random House.
James, A., Jenks, C., & Prout, A. (1998). Theorizing Childhood. Cambridge: Polity Press
James, A., y Prout, A. (Eds.). (1997). Constructing and Reconstructing Childhood (2ª ed.). Londres: Falmer Press.
Karsten, L. (2005). It all used to be better? Different generations on continuity and change in urban children's daily use of space. Children's Geographies, 3(3), 275–290. https://doi.org/10.1080/14733280500352912
Katz, C. (1995). Growing Up Global: Economic Restructuring and Children's Everyday Lives. Minneapolis: University of Minnesota Press
Korpela, K., Kyttä, M., y Hartig, T. (2002). Restorative experience, self-regulation, and children's place preferences. Journal of Environmental Psychology, 22(4), 387–398. https://doi.org/10.1006/jevp.2002.0277
Leyden, K. (2003). Social capital and the built environment: The importance of walkable neighborhoods. American Journal of Public Health, 93(9), 1546–1551. https://doi.org/10.2105/AJPH.93.9.1546
Liebel, M. (2007). Paternalism, participation and children’s protagonism. Children, Youth and Environments, 17(2), 56–73.
Liebel, M. (2022). Contrarrestar el adultocentrismo. Sobre niñez, participación política y justicia intergeneracional. Última Década, 30(58), 4–36. https://doi.org/10.4067/S0718-22362022000100004
Malone, K. (2013). "The future lies in our hands": Children as researchers and environmental change agents in designing a child-friendly neighbourhood. Local Environment, 18(3), 372–395. https://doi.org/10.1080/13549839.2012.719020
Mansfield, R. Batagol, B. y Raven, R. (2021). "Critical Agents of Change?": Opportunities and Limits to Children's Participation in Urban Planning. Journal of Planning Literature, 36(2), 170–186. https://doi.org/10.1177/0885412220988645
Martínez, S. y Agüero, J. (2020). Trabajo Social Emancipador: De la disciplina a la indisciplina. Paraná: Fundación La Hendija.
Massey, D. (1991). A global sense of place. Marxism Today, 38, 24–29.
Matthews, H. (1992). Making Sense of Place: Children's Understanding of Large-Scale Environments. Hemel Hempstead: Harvester Wheatsheaf.
Matthews, H. y Limb, M. (1999). Defining an agenda for the geography of children: Review and prospect. Progress in Human Geography, 23(1), 61–90. https://doi.org/10.1191/030913299670961492
Merom, D., Tudor-Locke, C., Bauman, A., y Rissel, C. (2006). Active commuting to school among NSW primary school children: Implications for public health. Health & Place, 12(4), 678–687. https://doi.org/10.1016/j.healthplace.2005.09.003
Muñoz-Arce, G. (2014). Intervención social y la construcción epistemológica de la ciudadanía en Chile. Trabajo social global – Global Social Work, 4(7), 36–57.
Neale, B. y Flowerdew, J. (2003). Time, texture and childhood: The contours of longitudinal qualitative research. International Journal of Social Research Methodology, 6(3), 189–199. https://doi.org/10.1080/1364557032000091798
Nikitina-Den Besten, O. (2008). Cars, dogs and mean people: Environmental fears and dislikes of children in Berlin and Paris. En K. Adelhof, B. Glock, J. Lossau & M. Schultz (Eds.), Urban Trends in Berlin and Amsterdam (Berliner Geographische Arbeiten, Heft 110, pp. 116–125). Berlin: Humboldt Universität.
Nordström, M. y Wales, M. (2019). Enhancing urban transformative capacity through children's participation in planning. Ambio, 48(5), 507–514.
O'Brien, M., Jones, D., Sloan, D., y Rustin, M. (2000). Children's independent spatial mobility in the urban public realm. Childhood, 7(3), 257–277. https://doi.org/10.1177/0907568200007003002
Organización de las Naciones Unidas. (1989). Convención sobre los Derechos del Niño. Adoptada por la Asamblea General en su Resolución 44/25, 20 de noviembre de 1989. https://www.ohchr.org/es/instruments-mechanisms/instruments/convention-rights-child
Pacilli, M., Giovannelli, I., Prezza, M. y Augimeri, M. (2013). Children and the public realm: Antecedents and consequences of independent mobility in a group of 11–13-year-old Italian children. Children's Geographies, 11(4), 377–393. https://doi.org/10.1080/14733285.2013.812277
Page, A., Cooper, A., Griew, P. y Jago, R. (2010). Independent mobility, perceptions of the built environment and children's participation in play, active travel and structured exercise and sport. International Journal of Behavioral Nutrition and Physical Activity, 7, 17. https://doi.org/10.1186/1479-5868-7-17
Pain, R. (2006). Paranoid parenting? Rematerializing risk and fear for children. Social & Cultural Geography, 7(2), 221–243. https://doi.org/10.1080/14649360600600585
Percy-Smith, B., y Malone, K. (2001). Making children's participation in neighbourhood settings relevant to the everyday lives of young people. PLA Notes, 42, 18–22.
Percy-Smith, B. y Burns, D. (2013). Exploring the role of children and young people as agents of change in sustainable community development. Local Environment, 18(3), 323–339. https://doi.org/10.1080/13549839.2012.729565
Piaget, J. (1970). The Science of Education and the Psychology of the Child. New York: Orion Press.
Prout, A., y James, A. (1990). A new paradigm for the sociology of childhood? Provenance, promise and problems. In A. James y A. Prout (Eds.), Constructing and Reconstructing Childhood (pp. 7–34). London: Falmer Press.
Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321–341. https://doi.org/10.1177/0907568202009003005
Rancière, J. (2000). Le partage du sensible: Esthétique et politique. Paris: La Fabrique. [Versión en español: El reparto de lo sensible. Santiago: LOM Ediciones, 2009]
Rivas, A. y Terra, V. (2024). Percepciones de niñas y niños sobre su hábitat en contextos urbanos informales. Valparaíso, Chile. Sociedad e Infancias, 8(1), 25–36. https://dx.doi.org/10.5209/soci.94291
Sanders, E. y Stappers, P. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18. https://doi.org/10.1080/15710880701875068
Santos, B. (2009). Una epistemología del sur. México: CLACSO / Siglo XXI.
Schoeppe, S., Duncan, M., Badland, H., Oliver, M. y Curtis, C. (2013). Associations of children's independent mobility and active travel with physical activity, sedentary behaviour and weight status: A systematic review. Journal of Science and Medicine in Sport, 16(4), 312–319. https://doi.org/10.1016/j.jsams.2012.11.001
Schoeppe, S., Duncan, M. J., Badland, H. M., Oliver, M., y Browne, M. (2015). Associations between children's independent mobility, active transport, physical activity and body weight. Journal of Science and Medicine in Sport, 18(1), 24–28. https://doi.org/10.1016/j.jsams.2013.12.006
Shaw, B., Watson, B., Frauendienst, B., Redecker, A., Jones, T., y Hillman, M. (2013). Children's Independent Mobility: A Comparative Study in England and Germany (1971–2010). London: Policy Studies Institute.
Spencer, C. y Blades, M. (Eds.). (2006). Children and Their Environments: Learning, Using and Designing Spaces. Cambridge: Cambridge University Press.
Tonucci, F. (1996). La ciudad de los niños. Madrid: Fundación Germán Sánchez Ruipérez.
Tisdall, E. K. M., y Punch, S. (2012). Not so 'new'? Looking critically at childhood studies. Children's Geographies, 10(3), 249–264. https://doi.org/10.1080/14733285.2012.693376
Uprichard, E. (2008). Children as 'being and becomings': Children, childhood and temporality. Children & Society, 22(4), 303–313. https://doi.org/10.1111/j.1099-0860.2007.00110.x
Valentine, G. (1996). Children should be seen and not heard: The production and transgression of adults' public space. Urban Geography, 17(3), 205–220. https://doi.org/10.2747/0272-3638.17.3.205
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