<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-3108</journal-id>
<journal-title><![CDATA[Revista Criminalidad]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Crim.]]></abbrev-journal-title>
<issn>1794-3108</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-31082021000200099</article-id>
<article-id pub-id-type="doi">10.47741/17943108.319</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El racismo y los niños: reflexiones para una sociedad más justa]]></article-title>
<article-title xml:lang="en"><![CDATA[Racism and children: reflections for a more just society]]></article-title>
<article-title xml:lang="pt"><![CDATA[Racismo e crianças: reflexões para uma sociedade mais justa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Greathouse-Amador]]></surname>
<given-names><![CDATA[Louise Mary]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Preciado-Lloyd]]></surname>
<given-names><![CDATA[Patricia Natividad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[De la Fuente-Laudo]]></surname>
<given-names><![CDATA[Alejandra Justin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>63</volume>
<numero>2</numero>
<fpage>99</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-31082021000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-31082021000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-31082021000200099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo aborda el racismo como una de las expresiones de discriminación con mayores repercusiones en varios dominios del desarrollo de los niños y en la sociedad. Sus consecuencias en la salud física y mental están asociadas con el alcoholismo, consumo de drogas y violencia intrafamiliar. Por ello, se vuelve necesario analizar la forma en que los niños perciben las diferencias de fenotipos, creencias y culturas entre seres humanos y proponer estrategias de intervención que permitan disminuir el racismo desde los entornos escolares. Como instrumentos se presentan dos ejercicios realizados con niños entre diez y doce años, estudiantes de escuelas públicas de tres comunidades localizadas en el estado de Puebla, en México. Los resultados reflejan las construcciones sociales que tienen los niños acerca de diferencias en el color de piel u otras características físicas, así como la percepción de lo que implica ser rico o pobre, teniendo una marcada preferencia hacia personas de tez blanca, cabello rubio y ojos claros, en contraste con las personas de tez negra o morena, cabello negro y ojos oscuros. En la discusión se profundiza en las implicaciones de estos resultados y se presentan algunas estrategias de intervención dirigidas a padres de familia y maestros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses racism as one of the expressions of discrimination with the greatest impact on various domains of children&#8217;s development and on society. Its consequences on physical and mental health are associated with alcoholism, drug use and domestic violence. Therefore, it becomes necessary to analyze the way in which children perceive the differences in phenotypes, beliefs and cultures between human beings and propose intervention strategies that reduce racism from school environments. As instruments, two exercises are presented with children between 10 and 12 years old, students of public schools from three communities located in the state of Puebla, in Mexico. The results reflect the social constructions that children have about differences such as skin color or other physical characteristics, as well as the perception of what it means to be rich or poor, having a marked preference towards people with white complexion, blond hair and light eyes, in contrast to people with black or brown complexions, black hair and dark eyes. The discussions deepen the implications of these results and present some intervention strategies aimed at parents and teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda o racismo como uma das expressões de discriminação com maior impacto sobre diversos domínios do desenvolvimento infantil e sobre a sociedade. Suas consequências na saúde física e mental estão associadas ao alcoolismo, ao uso de drogas e à violência doméstica. Portanto, torna-se necessário analisar a forma como as crianças percebem as diferenças nos fenótipos, crenças e culturas entre os seres humanos e propor estratégias de intervenção que reduzam o racismo a partir dos ambientes escolares. Como instrumentos, dois exercícios são apresentados com crianças entre 10 e 12 anos, estudantes de escolas públicas de três comunidades localizadas no estado de Puebla, no México. Os resultados refletem as construções sociais que as crianças têm sobre diferenças como cor da pele ou outras características físicas, bem como a percepção do que significa ser rico ou pobre, tendo uma preferência marcante por pessoas com pele branca, cabelos loiros e olhos claros, em contraste com pessoas com peles pretas ou marrons, cabelo preto e olhos escuros. As discussões aprofundam as implicações desses resultados e apresentam algumas estratégias de intervenção voltadas para pais e professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Racismo]]></kwd>
<kwd lng="es"><![CDATA[discriminación]]></kwd>
<kwd lng="es"><![CDATA[prevención de la violencia]]></kwd>
<kwd lng="es"><![CDATA[cultura de paz]]></kwd>
<kwd lng="es"><![CDATA[educación extramuros]]></kwd>
<kwd lng="en"><![CDATA[Racism]]></kwd>
<kwd lng="en"><![CDATA[discrimination]]></kwd>
<kwd lng="en"><![CDATA[Violence prevention]]></kwd>
<kwd lng="en"><![CDATA[culture of peace]]></kwd>
<kwd lng="en"><![CDATA[Outdoor education]]></kwd>
<kwd lng="pt"><![CDATA[Racismo]]></kwd>
<kwd lng="pt"><![CDATA[discriminação]]></kwd>
<kwd lng="pt"><![CDATA[Prevenção da violência]]></kwd>
<kwd lng="pt"><![CDATA[cultura de paz]]></kwd>
<kwd lng="pt"><![CDATA[educação fora dos muros]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[We&#8217;re many members, but one body: fostering a healthy self-identity and agency in African American boys]]></article-title>
<source><![CDATA[Young Children]]></source>
<year>2015</year>
<volume>70</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>24-31</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
