Only until they were able to do everything

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Themselves” , there was no feeling of family, that is, there were no emotional ties between them, the only objective was to secure assets and help each other in a reciprocal way to try to survive. The author also points out that: […] until around the 12th century, medieval art ignored childhood or did not try to represent it. It is difficult to believe that this absence was due to incompetence or lack of skill. It is more likely that there was no place for childhood in this world. An Ottonian miniature from the 17th century. XI gives us an impressive idea of ​​the deformation that the artist then imposed on children's bodies, in a sense that seems very distant from our feelings and vision (ARIÈS, 1981, p. 17). The aforementioned author states that childhood was merely a stage of life that passed quickly, and that it was necessary to learn to live among older people to gain knowledge through experience.

In this sense, in all social groups and events at the time, they received the same treatment as an adult. The change in this scenario occurred in the modern age, between the 16th and 17th centuries, when the child began to be seen as someone who needed care and had different needs than adults. As Ariès (1981, p. 277) highlights, “It Phone Number List was accepted that the child was not mature for life, and that it was necessary to subject him to a special regime, to a kind of quarantine before allowing him to join together. to adults.” In this sense, over the years, measures have emerged that aim to support children, the achievement of rights, and social and family life. According to the Constitution promulgated in 1988, in its Article 227, It is the duty of the family, society and the State to guarantee children and.



adolescents, with absolute priority, the right to life, health, food, education, leisure, professionalization, culture, dignity, respect, freedom and family and community coexistence, in addition to keeping them safe from all forms of neglect, discrimination, exploitation and oppression (BRASIL, 1988, p. 148). The Constitution of Brazil (BRASIL, 1988) points out the role that the family must play in the upbringing and education of the child, together with society and the State. Family and school have different roles, but they complement each other in the cognitive, affective, social and personality formation of human beings. The family is directly responsible and occupies a lifelong place in the individual's life, while the school is the institution that will provide, for a specified period of time, formal education.