Showing papers in "Zero-a-seis in 2021"
TL;DR: In this article, the mutable, flexible nature of child fosterage in Filipino transnational families and the interlinked emotional difficulties of caregivers, children and parents are uncovered. But despite these, caregiver-child relation perdures across borders at the same time as 1.5-generation migrants acknowledge the efforts of their parents and caregivers.
Abstract: The Filipino parental migration results in many children “left behind” under the care of kin, but subsequent family reunification may trigger emotional adjustments in the child-caregiver dyad. Drawing from ethnographic fieldworks in France, Italy and the Philippines, this paper aims to shed light on these adjustments. Examining the case of 1.5-generation migrants in France and Italy and their stay-behind caregivers, this paper uncovers the mutable, flexible nature of child fosterage in Filipino transnational families and the interlinked emotional difficulties of caregivers, children and parents. Despite these, caregiver-child relation perdures across borders at the same time as 1.5-generation migrants acknowledge the efforts of their parents and caregivers
5 citations
TL;DR: In this paper, the authors analyze the educational action of children with autism spectrum disorder (ASD) and conclude that the limits placed by the pandemic question the educational possibilities and point to the construction of individualized methodological strategies that favor the development of these children.
Abstract: The COVID-19 pandemic impacted the routines and ways of life of babies and young children and their families, mainly due to the closure of early childhood education institutions, causing new sociability dynamics and important changes in educational action. Considering the complexity of these changes and the specificity of educational work with children with Autism Spectrum Disorder, this article aims to reflect on the inclusion / exclusion relationship of these children, through analysis of theoretical elements that problematize the educational action, in light of the theoretical assumptions of inclusive education. We start from the understanding that children with ASD need attention to their peculiarities, among them, those of an interactive nature. Considering that, the interactive contexts of these children are reduced to family spaces, we ask: how has the educational action contemplated children with ASD? Based on the theoretical analyzes carried out, we conclude that the limits placed by the pandemic question the educational possibilities and point to the construction of individualized methodological strategies that favor the development of these children.
5 citations
TL;DR: In this article, the authors discussed the questions and experiences brought by COVID-19 in early childhood education in the context of the municipality of Humaita, southern of Amazonas, Brazil.
Abstract: In this article, the questions and experiences brought by COVID-19 in Early Childhood Education are discussed, in the context of the municipality of Humaita, southern of Amazonas, Brazil. The text addresses legislations and guidelines related to Early Childhood Education and the pandemic, the questions presented by the spaces that study Children’s Education and the experiences developed in the municipality with regard to the curriculum. The qualitative approach was used with a structured questionnaire sent to the school community through the Google Forms platform. The results show that urban schools send activities prepared by teachers to children, through social networks, and the family gets involved with the school curriculum. It is understood that there are many challenges and reflections in this process that includes children, families, activities and teachers; in addition, the specificities of Early Childhood Education impose their own challenges that require investments and collective efforts that break inequalities.
5 citations
TL;DR: In this article, the authors present a book based on an online conversation organized by the Rising Majority movement, with the participation of Angela Davis and Naomi Klein, where the debaters put the relationship between pandemic, capitalism and racism at the center of their analysis.
Abstract: The book reviewed is based on an online conversation organized by the Rising Majority movement, with the participation of Angela Davis and Naomi Klein. The debate centralized the reflection on the current coronavirus pandemic, its origin and social impacts, as well the possible strategies to respond to the crisis. The Rising Majority leaders Thenjiwe McHarris, Cindy Wiesner, Maurice Mitchell and Loan Tran also participated in the debate. Among the several reflections raised in the meeting, the debaters put the relationship between pandemic, capitalism and racism at the center of their analysis. The discussion also helps us to think about the reality of early childhood education in Brazil.
5 citations
TL;DR: In this article, the authors focus on the relationship of young children from babies to digital technologies, considering the principles and specificities of Early Childhood Education, and propose digital technologies as a support for communication and maintenance of links between families and educational institutions.
Abstract: portuguesO cenario de pandemia gerado pela COVID-19 tem trazido preocupacoes e acentuado outras ja existentes para aquelxs que se interessam pela educacao das criancas de 0 a 5 anos e 11 meses de idade. Dentre estas, estao o acesso das criancas as tecnologias digitais no contexto das instituicoes educacionais e/ou fora dele. Neste artigo, reflete-se sobre as relacoes das criancas pequenas desde bebes com as tecnologias digitais, considerando os principios e especificidades da Educacao Infantil. O objetivo do artigo e problematizar a recomendacao para o uso das tecnologias digitais nesta etapa educativa, considerando o contexto de pandemia. A partir deste objetivo geral, temos como objetivo especifico propor as tecnologias digitais como suporte de comunicacao e manutencao de vinculos entre as familias e as instituicoes educacionais. A partir de uma pesquisa documental que inclui textos legais e manuais orientadores sobre Educacao Infantil e COVID-19, discute-se a presenca das tecnologias, considerando: a brincadeira e as interacoes, os principios eticos, politicos e esteticos, a relacao familia-escola e a legislacao brasileira. EnglishThe pandemic scenario generated by COVID-19 has raised concerns and accentuated others that already exist for those who are interested in the education of children from 0 to 5 years and 11 months of age. Among these are children's access to digital technologies in the context of educational institutions and / or outside of it. In this article, we reflect on the relationship of young children from babies to digital technologies, considering the principles and specificities of Early Childhood Education. The objective of the article is to problematize the recommendation for the use of digital technologies in this educational stage, considering the context of a pandemic. From this general objective, we have as a specific objective to propose digital technologies as a support for communication and maintenance of links between families and educational institutions. From a documentary research that includes legal texts and guiding manuals on Early Childhood Education and COVID-19, the presence of technologies is discussed, considering: play and interactions, ethical, political and aesthetic principles, the family-school relationship and Brazilian legislation.
5 citations
TL;DR: In this paper, the authors reflect on the incidence of neoconservative ideals in the process of drafting mandatory national curricular policies for early childhood education, with an emphasis on the tension processes involved in the construction of the Common National Curricular Base.
Abstract: This article aims to reflect on the incidence of neoconservative ideals in the process of drafting mandatory national curricular policies for early childhood education, with an emphasis on the tension processes involved in the construction of the Common National Curricular Base. It is based on the assumption that educational policies have been characterized by the return of conservative guidelines brought by ultraliberal and neo-Pentecostal movements, contradicting all the scientific production that the field of early childhood education has produced in the last decades and threatening constitutional principles such as the secularity of the State and the plurality of ideas. Methodologically, this study was developed in a bibliographic and documentary manner. We conclude that the context of the rise to power by the New Right not an isolated process in Brazil and its ascendancy has led to the emergence of projects formulated by hegemonic groups whose end ultimately leads to a setback in educational curriculum policies for early childhood education.
4 citations
TL;DR: In this article, the authors argue that, in planning the return, each day care center and preschool should consider the priority of children and should have as a reference the principles, knowledge and values already built and expressed in the legislation.
Abstract: This paper contains elements related to the demands placed on Early Childhood Education by the COVID-19 pandemic. Demands for greater coordination and commitment between municipal, state and federal levels as well as for intersectorial collaboration involving Education, Social Assistance and Health, among other sectors, have been evidenced. We argue that, in planning the return, each day care center and preschool should consider the priority of children and should have as a reference the principles, knowledge and values already built and expressed in the legislation. This planning must be collective, so that everyone may contribute and take responsibility for the decisions. Clarity about the identity of Early Childhood Education should guide the dialogue with areas and contribute to the quality of the education of babies, toddlers and pre-schoolers. The rights of these subjects, their families and professionals should be guaranteed.
4 citations
TL;DR: In the context of the Covid-19 pandemic, the National Education Council produced a set of guidelines aimed at regulating non-classroom teaching activities in Basic Education.
Abstract: Between April and October 2020, in the context of the Covid-19 pandemic, the National Education Council produced a set of guidelines aimed at regulating non-classroom teaching activities in Basic Education. We try to study and analyze these indications, in particular those dedicated to Early Childhood Education, using content analysis techniques. As a result of this study, we infer: a) BNCC has been the main device used by the Council to regulate teaching work and non-classroom teaching activities; b) Early Childhood Education is treated with a view to preparing for future school trajectories; c) the dialogue with organizations and business networks was privileged, to the detriment of associations or representative bodies of teachers and researchers. Acting slowly and in tune with business interests, the CNE collaborates to deepen the ongoing privatization of public education.
3 citations
TL;DR: In this paper, the authors discuss a set of ideas around the initial training of early childhood educators that became especially visible in the context of the pandemic caused by Covid-19.
Abstract: The article proposed here discusses a set of ideas around the initial training of early childhood educators that became especially visible in the context of the pandemic caused by Covid-19. From the ambiguous place of childhood education in the Portuguese educational system, it is intended to echo emerging issues and their impact on the experience of higher education pedagogy, especially with regard to the isomorphism of initial training and the potential of what is made and not made in the initial training. The case of two higher education schools in the metropolitan area of Lisbon is presented, one public and one private, both with a history of several decades in the initial training of early childhood educators. The focus will be placed on at distance teaching experience, with special emphasis on the response given to the curricular internships planned for the 2nd semester of 2019/2020.
3 citations
TL;DR: In this article, a mixed-approach study, quanti-quali, explores statistical data on babies' access to daycare and on the living conditions of women with children.
Abstract: The aim of this article is to discuss the education and care of babies in the COVID-19 pandemic period, taking generation, race and gender as reference. The interdisciplinary theoretical basis is situated in the fields of education of ethnic-racial relations, gender studies, especially feminists and social studies of childhood. This is a mixed-approach study, quanti-quali, which explores statistical data on babies' access to daycare and on the living conditions of women with children. The analyses also take as reference interviews with black women who have their babies in a municipal public daycare center in Florianopolis. From the analysis of the data, it is indicated that the factors of inequality that mark the access of babies to the day care center were already present since before the pandemic and in the case of the living conditions of black women with children, a process of precariousness of life is observed, and in the context studied stands out an intense occupation of the time of women with the care of their babies and other people, the decrease of resources for subsistence and a process of social confinement.
3 citations
TL;DR: In this article, the authors analyze the tensions and opportunities that migrant children and adolescents experience in the processes of sociocultural inclusion that takes place in the city of Antofagasta, Chile, considering that contemporary migrations have had a great impact in the local society and culture, and has generated new challenges for social cohesion.
Abstract: This article analyzes the tensions and opportunities that migrant children and adolescents experience in the processes of sociocultural inclusion that takes place in the city of Antofagasta, Chile, considering that contemporary migrations have had a great impact in the local society and culture, and has generated new challenges for social cohesion. The study goes in depth about the multiple violence experiences lived by migrant children under the approach of polyvictimization, the intersectional perspective and a critical vision of childhood. From the application of semi-structured interviews to migrant children and adolescents, their families, professionals and intervening actors that serve them, it is concluded that there are discriminatory and racist practices between peers; they endure direct and indirect situations of violence in their neighborhoods and communities; there are also situations of domestic violence and sexual abuse, mostly towards migrant girls. The multiple power hierarchies and inequalities operate in a discursive level and in the practices of diverse social agents, therefore, it is recommended that the intervention and public policy design take the regional migratory reality into account.
TL;DR: In this paper, the authors reflect on eventual transformations that the pandemic will bring to the daily lives of girls, from sociology of childhood and radical feminism, and recognize the crisis - or "ruin" of emblematic institutions of modernity, such as the state and the market and their correlation in education, work and the family.
Abstract: This essay - fruit of a conference - reflects on eventual transformations that the pandemic will bring to the daily lives of girls, from sociology of childhood and radical feminism It starts by recognizing the crisis - or "ruin" - of emblematic institutions of modernity, such as the state and the market and their correlation in education, work and the family For analytical purposes, the adult-centered content of rhetorical questions overflows: how old are you? And what do you want to be when you grow up? In an existential key, the meaning of present life and the future are connected The epistemes of pain will ask about a method, but only musings will be proposed
TL;DR: In this paper, the authors analyzed how gender issues are addressed on in pre-school education; how this very difficult period is being experienced by boys and girls, listening to their voices and the views of educators / researchers involved in teacher's training that have accompanied the process of building and disseminating the current curricular guidelines.
Abstract: In Portugal, pre-school education is aimed at children from 3 to 6 years old, age of the beginning of compulsory education and the current curricular guidelines were defined in 2016. In the research work that I have been developing the concern with how pre-school education practitioners deal with gender, in a perspective of education for citizenship, has been a priority. In 2020 in the face of the needs arising from the pandemic (COVID19), the Association of Childhood Education Professionals (APEI), collecting various contributions, organized a support text in line with what is defined in the curriculum guidelines. Starting from the analysis of these documents, contextualized in the Portuguese reality, it will be analyzed how gender issues are addressed on in pre-school education; how this very difficult period is being experienced by boys and girls, listening to their voices and the views of educators / researchers involved in teacher’s training that have accompanied the process of building and disseminating the current curricular guidelines.
TL;DR: In this article, the authors focus on the topic of intercultural education in relation to the presence of children with migratory background in Italian ECECEC services and present some educational experiences carried out in Tuscany.
Abstract: italianoL’articolo verte sul tema dell’educazione interculturale in relazione alla presenza delle bambine e dei bambini con background migratorio nei servizi educativi per l’infanzia in Italia. Una presenza che ha posto gli educatori e i coordinatori pedagogici di fronte all’esigenza di ripensare le pratiche educative e di partecipazione dei genitori al fine di riconoscere e valorizzare le specificita di cui e portatrice la nuova utenza. Alla luce di ricerche condotte negli ultimi anni in Italia e in Europa sono illustrati i principali nodi teorici alla base dell’educazione interculturale e presentate alcune esperienze educative realizzate in Toscana, volte a promuovere la relazione tra le diversita attraverso la lettura degli albi illustrati. EnglishThe article focuses on the topic of intercultural education in relation to the presence of children with migratory background in Italian ECEC services. A presence that has placed educators and pedagogical coordinators in front of the need to rethink the educational and parents’ participation practices in order to recognize and enhance the specific features of the new users. In light of researchs conducted in recent years in Italy and Europe, the main theoretical issues underlying intercultural education are illustrated and some educational experiences carried out in Tuscany are presented, aimed at promoting the relationship between diversities by reading the illustrated books. portuguesO artigo versa a respeito do tema da educacao intercultural em relacao a presenca de meninas e meninos de 0 a 6 anos com background migratorio nos servicos educativos para a pequena infância na Italia que inclui tambem as creches. Tal presenca colocou os/as educadores/as e os/as coordenadores /as pedagogicos/as a enfrentar as exigencias de repensar as praticas educativas e de participacao dos pais, com a finalidade de reconhecer e valorizar a especificidade da qual e portadora a nova clientela. A luz de pesquisas conduzidas nos ultimos anos na Italia e na Europa, sao expostos os principais nos teoricos que estao na base da educacao intercultural e apresentadas algumas experiencias educativas realizadas na Toscana, voltadas para promover a relacao entre as diversidades por meio da leitura dos albuns ilustrados.
TL;DR: In this paper, the authors analyze how both countries have dealt with child education, what decisions were made, the impacts, limits, possibilities, and challenges for this level of basic education which is crucial in the processes of development, learning, and socialization of small children.
Abstract: The coronavirus pandemic in 2020 and the consequent need for social isolation led to daycares and preschools to be closed affecting the life of children, families, and education professionals In this context, decisions made by the public authorities or the lack thereof concern directly the way society gets along with the pandemic, with the absence of service in Child Education and, also, there come challenges 4regarding the structure and maintenance as well as the very concept of child education, historically constructed Considering the specificities of Italy and Brazil, their different social contexts, stages of development of the pandemic, and the positions taken by the respective governments in relation to educational service, the purpose of this paper, based on a documental review, is to analyze how both countries have dealt with child education, what decisions were made, the impacts, limits, possibilities, and challenges for this level of basic education which is crucial in the processes of development, learning, and socialization of small children
TL;DR: Garcia et al. as discussed by the authors discuss and encourage reflection upon the impacts of the corona virus pandemic in early childhood education for working-class children who live in peripheral urban areas in the city of Sao Goncalo, in Rio de Janeiro's Metropolitan Area (RJMA).
Abstract: The aim of this article is to discuss and encourage reflection upon the impacts of the corona virus pandemic in early childhood education for working-class children who live in peripheral urban areas in the city of Sao Goncalo, in Rio de Janeiro's Metropolitan Area (RJMA) In face of the pandemic scenery and the imposed social distancing, which resulted in the closing down of day care centers and kindergartens, it is required that the presence of (in)visible small kids in Sao Goncalo be debated From the methodological point of view, we bring doubt as a method (GARCIA, 2009) from questions that are intensified in times of uncertainty and the breakage of ties We believe that discussing the impacts of the pandemic in the life of small children refers us to the challenge of investigating which potential knowledge, due to the corona virus pandemic, can mobilize reflection and practices that are favorable to the education and care of the kids referred to, raising questions and considerations that can contribute to a better acceptance and education of small children in nursery schools and public pre-schools in the city
TL;DR: In this article, the authors bring together research, linked to the production of Nupein, which give visibility to the different dimensions of the body in childhood education, more notably, its relations with the specificities of teaching and social markers.
Abstract: The article brings together research, linked to the production of Nupein, which give visibility to the different dimensions of the body in childhood education, more notably, its relations with the specificities of teaching and social markers. From a total of 80 master's dissertations and 17 doctoral theses defended in the Nupein research group, 21 were selected, five at the doctoral level and 16 at the master's level. As inclusion criteria, the researches that focused, exclusively or transversally, on the body and childhood and their implications in the educational-pedagogical processes in early childhood education were gathered. Reading the research resulted in two categories of analysis: a) the body as an outline of the specifics of teaching; b) the body and relationships with social markers: gender, ethnicity-race, class and generation. The analyzes point to the relevance of the body in the delimitation of teaching specificities in early childhood education and in the constitution of children's personal and social identities in socialization processes.
TL;DR: In this article, the authors address the complex issue of child participation and identity among children from an immigrant family in Spain through focus groups carried out within the framework of a broader qualitative study on education, culture, identity and gender.
Abstract: This article addresses the complex issue of child participation and identity among children from an immigrant family in Spain. Through focus groups carried out within the framework of a broader qualitative study on education, culture, identity and gender, it provides results regarding the participation of this childhood in their family and in school, the two main spaces for socialization at these ages, and how such participation affects the construction of their identities. The results show how some continuities are reproduced with respect to previous studies, such as the influence of socioeconomic factors, mobility patterns or the role of adults. However, new elements also appear to be highlighted: models of hybrid participation, of polyhedral identities, or of imports into the host society of values and practices that belong to the global discourse today. A careful analysis of these factors should allow us to elucidate how to guarantee more and better the rights of children included in the 1989 Convention, especially those related to free opinion and expression.
TL;DR: In this article, the authors show how the activity of education relates to the conditions of the birth and natality, and how in the educational field responsability for conservation of cultural objects and of novelty that comes into the world with each birth relate to the promess that our common world can transcend the ephemerity of our lives.
Abstract: Based on arendtian analysis of the human condition, I seek to give a answer to what we are doing from childhood. In this essay, in first, we try to show how the activity of education relates to the conditions of the birth and natality; and then how in the educational field responsability for conservation of cultural objects and of novelty that comes into the world with each birth relates to the promess that our common world can transcend the ephemerity of our lives.
TL;DR: In this paper, the authors discuss how video-mediated processes of intercultural dialogue, debate and exchange can help to foster the development of an appropriate educational stance (and not just educational tools) for multicultural settings.
Abstract: The need to foster an “intercultural stance” beginning at the ECE level is a core theme in the current debate on how to support education practitioners working in multicultural settings. Changing one’s outlook, decentring, attempting to see educational phenomena from different angles, developing alternative perspectives are required skills for quality educational work in complex and multicultural educational contexts. How can we help ECEC educators to develop an educational culture that is open to intercultural dialogue and views cultural displacement as an opportunity for learning and exercising critical-reflexive thinking? Based on data from a professional development research project with groups of educators in Italy and the United States, this article discusses how video-mediated processes of intercultural dialogue, debate and exchange can help to foster the development of an appropriate educational stance (and not just educational tools) for multicultural settings.
TL;DR: In this paper, a qualitative analysis was carried out using the Law of Guidelines and Bases as analytical material; the National Curriculum Guidelines for Early Childhood Education, but primarily the Common National curriculum base, with regard to early childhood education.
Abstract: This study is justified because it understands this normative document as a guide for a massive and predefined training in stages that regulate teaching action. Methodologically, this research is characterized as thought in the field of Human Sciences, with a qualitative approach, dialoguing as: Foucault (2008, 2010), Bujes (2002), Veiga-Neto and Saraiva (2011). A documentary analysis was carried out, using the Law of Guidelines and Bases as analytical material; the National Curriculum Guidelines for Early Childhood Education, but primarily the Common National Curriculum Base, with regard to Early Childhood Education. Analyzes of the documents demonstrate a return to old preparatory conceptions of Early Childhood Education for Elementary School, disregarding the regional and cultural processes experienced by multiple childhoods.
TL;DR: In this article, the authors discuss some elements that contribute to the understanding of the presence of immigrant children or of immigrant origin, in Early Childhood Education, based on the narrative of an immigrant mother.
Abstract: In this article, we discuss some elements that contribute to the understanding of the presence of immigrant children or of immigrant origin, in Early Childhood Education, based on the narrative of an immigrant mother. The concepts of diversity, identity and difference were analyzed, trying to understand them as necessary categories for the study of the dynamics established from the presence of immigrant children at school. To get to know the problem from the family's perspective, we developed a script of questions that led to an interview with a Bolivian mother who has young children enrolled in Early Childhood. The results of the interview showed that xenophobia situations persist, which manifest themselves through pejorative nicknames in relation to the phenotype, origin and customs, and dialogues with the debates necessary to build welcoming strategies.
TL;DR: In this article, the authors present considerations about the inclusion of childhood in the two Municipal Immigration Policy Conferences held in Sao Paulo and conclude that children in a participatory way has a great potential for improving the debate on the formulation of public policies.
Abstract: This article intends to present considerations about the inclusion of childhood in the two Municipal Immigration Policy Conferences held in Sao Paulo. It is relevant to analyze how the theme was approached in this social participation environment since it is where the migrant population discusses their main demands and it is where the priorities that are listed by them aim to be an input for the performance of the local government. The analysis is made by observing four main points: the guiding axes that organized the debate by themes, the drawn up and approved proposals, the quantity of children present at the conferences and the way how their participation was conceived. The key methodology employed is the documentary analysis by selecting and reviewing the official documents. The research concludes that the theme achieved more relevance from one edition to the other, and that the inclusion of children in a participatory way has a great potential for improving the debate on the formulation of public policies.
TL;DR: In this paper, a critical reflection around the theme of international migrations and childhoods, intertwining problematizations with the dimensions of genders, class relations, construction of races, in an intersectional perspective of the categories, as well as the challenges and possibilities in the multiplicity of languages.
Abstract: The article presents a critical reflection around the theme of international migrations and childhoods, intertwining problematizations with the dimensions of genders, class relations, construction of races, in an intersectional perspective of the categories, as well as the challenges and possibilities in the multiplicity of languages. Through an anthropophagic methodological path, we start with an exhibition of literary and cinematographic aspects, going through academic research in the area of childhood, in interlocution with the social sciences and international relations, highlighting the structural crisis of the capitalist world, which points to systemic perversities that fall upon the entire society and especially upon migrant children. Along this path, instigated by the challenges of the theme and committed to all childhoods, we envision a political, pedagogical and poetic proposition of collective contribution and accountability in view of the contemporary child comedy/tragedy.
TL;DR: The second edition of the book has just arrived at the second edition as mentioned in this paper, with the analysis of how the intersections between race, gender, social class and age permeate the childhood of small black and non-black children in daycare.
Abstract: portuguesChega a segunda edicao o livro que e resultado da pesquisa de doutorado de Flavio Santiago, tendo como tema a analise de como as intersecoes entre raca, genero, classe social e idade perpassam a infância das criancas negras e nao negras pequenininhas na creche. Nesta resenha sao apresentados de forma comentada os capitulos do livro, enfocando os conceitos pesquisados, finalizando com a sugestao de novos aportes para pesquisas futuras. EnglishThe book that results of Flavio Santiago's doctoral research has just arrived at the second edition. It has as its theme the analysis of how the intersections between race, gender, social class and age permeate the childhood of small black and non-black children in daycare. The book chapters are commented on in this review, focusing on the researched concepts, ending with the suggestion of new contributions for future research.
TL;DR: In this paper, the formation of refugee children in Brazil, based on one of its facets: requests from children registered with the National Committee for Refugees, is analyzed, and a reflective topic on social meanings of the demand for refuge, and then it presents the quantitative description of children's requests.
Abstract: The present study is part of a theoretical field that debates about the confluence between the themes of childhood and forced migration. More specifically, it analyzes the formation of refugee children in Brazil, based on one of its facets: requests from children registered with the National Committee for Refugees. This analysis is centered on the descriptive statistics of the profile of such children, based on data made available by CONARE in 2017, listing the cases registered until April 2016. For this purpose, the article starts from a reflective topic on social meanings of the demand for refuge, and then it presents the quantitative description of children's requests. Based on these two topics, the article brings reflections on the configuration of the search for children for refuge nationally and on the connection of migrant refugee movements with the different generational categories. In summary, debate on the reverberation in Brazil of the flows derived from the non-guarantee of protecting the lives of children in their country of origin.
TL;DR: The Network of Meanings (NOM) as discussed by the authors is a perspective for investigation of human developmental processes that guides researches on development and education on Early Child Education Institutions, on children with special needs, on adoption and foster care, and on children education in rural areas.
Abstract: The forty years of CINDEDI has been based on a dialogue between theory, research and practice as an University model. Knowledge and practices are collectively built by teachers, students and professionals. The theoretical and methodological questions raised by our studies led to the formulation of the Network of Meanings - a Perspective for Investigation of Human Developmental Processes. It guides researches on development and education on Early Child Education Institutions, on children with special needs, on adoption and foster care, and on children education in rural areas, always considering the specificities of the contexts. CINDEDI also contributed producing videos, books, collaborating in professional in-trainings and in social policies elaboration.
TL;DR: In this article, the authors follow the trajectory of studies by the Center for Studies and Research on Education in Early Childhood (NUPEIN) in search of the point of view of children in research.
Abstract: The text follows the trajectory of studies by the Center for Studies and Research on Education in Early Childhood (NUPEIN) in search of the point of view of children in research. In it, we will locate the first steps of research with children from the nucleus, mapping the studies that drove this research path and the interests that motivated them. Then, we will present the set of research, authorship, methodologies, researched children and some useful contributions to deepen the understanding of children, their childhoods and their education. Afterwards, we will deal with research with children more recent by updates the mapping of NUPEIN production. In the end, we highlight that these two decades of research with children have taught us that for teaching in Early Childhood Education, recognition from a children's point of view is essential.
TL;DR: A survey of the dissemination of the performance of state forums for the defense of early childhood education from March 15 to June 30, 2020 is presented in this article, where the possibility of meeting and debating online impacted the performance and dissemination of each state forum.
Abstract: The article reports an exploratory research resulting from a survey of the dissemination of the performance of state forums for the defense of Early Childhood Education from March 15 to June 30, 2020 The closure of Early Childhood Education institutions due to the covid-19 pandemic imposed other forms of articulation for the forums The possibility of meeting and debating online impacted the performance and dissemination of the actions of each state forum The survey sought information from the pages and profiles of the forums on blogs, official sites, Facebook and Instagram Among the actions disclosed, attention is given to the transmission of debates with guests, in the format of "lives", especially on Instagram Among the debated agendas, there is a strong discussion about teaching work carried out remotely and the prospects and protocols for the careful reopening of institutions, directly linked to the emergency situation Within the scope of the government's policy proposals for Early Childhood Education, attention is drawn to the proposal to include the acquisition of textbooks in the PNLD program for preschooler children and to meet the demands of early childhood education movements in the preparation and approval of the "new" FUNDEB law