Childhoods education historiography in iberoamerica: Contributions to the configuration of childhood pedagogy as a field of knowledge

Abstract

The purpose of this 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: the education of boys and girls from birth to entrance into primary school. Methodologically, discursive reading was used to account the discourses, institutions and subjects that have been historically produced in Ibero-America to educate toddlers, the preschool child and early childhood, based on four knowledge practices: preschool education, infant education, toddler 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 the pedagogical knowledge, social history of education and the field of childhood studies from the relationships between teaching, development, learning and education, allow the articulation of concepts that have enabled the training of boys and girls. This 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.