Abstract

MARTINEZ-VELASCO, Miguel Ángel. Childhoods education historiography in Iberoamerica: contributions to the configuration of Childhood Pedagogy as a field of knowledge. Rev. colomb. educ. [online]. 2021, n.82, pp.453-474.  Epub Apr 04, 2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num82-11370.

The purpose of the review article is to analyze the tensions of knowledge and power that have been taking shape in Ibero-America around the research that have dealt with the history of childhood education; that is, the education of boys and girls from birth to entrance into primary school. Methodologically, discursive reading was used to account for the discourses, institutions and subjects that have historically produced in Ibero-America to educate toddlers, the preschool child and early childhood based on four knowledge practices: preschool education, childhood education, nursery education and initial education. As results, the production of a historiographic knowledge produced since the end of the 20th century is analyzed in order to configure a field of knowledge for Childhood Pedagogy, in which new ways of relating between pedagogical knowledge, social history of education and the field of childhood studies from the relationships between teaching, development, learning and education as articulating concepts that have enabled the training of boys and girls. The article ends by identifying the challenges that must be faced for the invention of a field of knowledge in which Childhood Pedagogy enables the integration of schooling and comprehensive care for early childhood to carry out childhood education in contemporary times.

Keywords : early childhood education; nursery school; transition from pre-school to primary school; historiography; educational theory.

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