Tres enfoques potentes en la pedagogía de infancia de Argentina

Abstract

The article suggests looking over some pedagogical debates around Argentina’s early childhood education which became central in the first thirteen years of this century and whose foundations are recognized as critical pedagogy. These debates propose thinking and systematizing the accumulated knowledge about the phenomenon of education in the great pedagogical traditions of early childhood education, as well as considering current practices and experiences as necessary components to develop new conceptualizations and to re-signify the theories.  To this end, the article proposes the analysis of three approaches with great potential. These approaches are impacting on the development of the pedagogy of early childhood education in Argentina, they can be found at the center of the debate in academic and educational settings, and they propose a transforming vision that seeks a deeper meaning for children's education, as well as more justice and more democracy to ensure the right to education and play enshrined in the International Convention on the Rights of the Child and in the new Argentinian National Education Law.  The approaches are: first, the growing consensus that politics is part of children’s education, as it defines new subjects and new educational relationships; second, the recognition of play as both the means and the content in early childhood education; and third, the systematization and re-signification of the core principles of early childhood education.