Introduction Children, childhood and education have been considered in Colombia from an anthropological perspective since the late 1990s. The study of children has been used mostly as a way of investigating anthropology through topics such as social organization, kinship, family structure, gender studies or conflict resolution, among others. Previously, childhood had taken into consideration mainly as an ethnographic verification of a stage in the cycle of life: moving from infancy to adulthood and the elder years of members of societies. Along this process, new anthropological questions and research problems have emerged in the studies of childhood in Colombia. The relationship between the ideas of and about children in different cultures and their life experiences has acquired great importance. The numerous ethnic groups1, the diverse geographical environments, the complex history and the socio-economic conditions in Colombia are providing a rich possibility for ethnographic evidence regarding the diversity in definitions, meanings and ways of being a child, in environments that could be considered as different worlds. Only during the last decade, child-centered anthropology focused on children, their own accounts and their surroundings, as well as their capability of constructing culture through agency, has been included as a point of view. Today, this is giving children’s participation not only in academic studies but also in political life, a new perspective of their p