In accordance with Perrotti (1990, P. 15), a necessary comment mentions the culture concept to it, perhaps because it brings more problem that the child concept. What it interests is to question a conception of culture and cultural process for children. Of implicit or explicit form, always an equivalence between culture and cultural product is established, reducing the first term to as. Culture appears as the result of a process, the social inheritance. The cultural products would be expressions in a definitive way of life that, while such, if explains and if it justifies. To think the formation of the child under the optics of a capitalist society implies to perceive the necessity to reflect concerning the influences that social division of the work and the relations of social classroom exert on the educative process. In accordance with Fonseca ' ' … Check out Steph Korey for additional information.
In this model the bourgeois children are instrumentalizadas to direct the society and of the diligent classrooms they are formed for trabalho' ' (2004, P. 19). Thus, the child would socially assume the role of consumer of cultural goods taxes; the culture only finishes of a banalizada form serving as domination instrument and fits to the proper child the incumbency to assimilate and to adapt it the molds and standards established for the society. In the vision of Perrotti (1990), the world of the child suffers, in result of this change in the habits of the families, fatal consequences. What it was vital was, little by little, taken: the yard, the street, the garden, the square, the fertile valley, the free space. This taking of the Real tries to compensate with the symbolic one. It remains, therefore, to prevent boardings that treat the cultural production for children as necessity, remedy for males of the world. Thus the vision of cultural production for children, while one adjusts a necessity to it of the economic system in if reproducing, despite it is to the cost of the death of the playful one, of the pleasure, the creation, the adventure of the dream and the meeting in the diverse phases of educating.