IDIHCS   22126
INSTITUTO DE INVESTIGACIONES EN HUMANIDADES Y CIENCIAS SOCIALES
Unidad Ejecutora - UE
artículos
Título:
First childhood education in Argentina within a Latin American Perspective
Autor/es:
REDONDO, PATRICIA
Revista:
Early Years
Editorial:
Routledge
Referencias:
Lugar: Londres; Año: 2020 vol. 40 p. 504 - 515
ISSN:
0957-5146
Resumen:
In Latin America the development of early childhood education has been uneven and mixed. In some countries, the public education system includes kindergartens (for 4 to 6 year olds), early childhood schools (for children from birth to 5/6), nurseries (from birth to 3) schools and/or playschools. Working days vary in length, with daytime and late-afternoon shifts. This paper aims to analyze a range of factors, including: the role of the State in ensuring the right to education, as provider and/or as a regulatory body; the role of social and political actors; gender issues; how children and childhood are understood in each society; current laws and whether they are enforced. In Argentina, during periods of deep economic crises, such as that of the late 90s which is being traumatically repeated today, there is an infantilization of poverty. This means most of the poor are children, and most children are poor. Describing the limits and possibilities of early education in Argentina today, within a Latin American perspective, presents the political and pedagogical challenge of thinking about the present while also imagining possible changes in the relationships between childhood, equality and education; not just as a rhetorical exercise, but as an investment in the future.