Childhood has been an anchor point preferred by the human sciences. This major undertaking unfolds from the social construction of a knowing subject, servile to the deterministic logic, phasic and qualifying, which in recent centuries triggered "pedocientíficas" generating new functions for the child, parents and child specialists. Questioning processes, such as serialization of mental disorders for children, vocational training to protection and therapy work, exposure of media specialists and parents' education guided by this media coverage, opens up a circuit full of interventional imaginary meanings of childhood, intersections and production of knowledge, therefore, subjects and society. Thus, the mapping of possible imaginary meanings, historically held in the order of discourse and practices for children, revealing an interesting triangle, formed by parents, the media and by specialists.
contemporaneity; infancy; imaginary significations