Historiografía de la educación de las infancias en Iberoamérica. Aportes para la configuración de la Pedagogía Infantil como campo de saber

Methodology: toolbox

The historiographic balance was constructed from the review of 12 books derived from a compilation of historical research on childhood education, bachelor's, master's and doctoral theses and 331 research articles using the Education Resources Information Center database -ERIC- between 1980 and N.° 82 2020, the following terms were used to search for information in Spanish: historia de la educación parvularia, historia de la educación preescolar, historia de la educación infantil, historia de la educación inicial; in Portuguese the terms historia da educação infantil e historia da educação pre-escolar and in English the term history of early childhood education. The search was complemented by using the same terms in indexed journals belonging to the Spanish, Portuguese, Mexican, Brazilian and Argentinean educational history societies. The bibliographic exploration was complemented using the academic google search engine and the databases: Scientific Electronic Library Online -SCÍELO-, Dialnet, Network of Scientific Journals of Latin America and the Caribbean, Spain and Portugal -Redaly- and in the National Bibliographic Index-NBi, Publindex of Colombia.

As selection criteria, studies that deal with analyzing early childhood public policies and historical analyzes of the field of childhood studies were excluded, since these privilege the relationship between early childhood-education-public policies and social and cultural history-childhood -society respectively, excluding from its objects of analysis the modern series pedagogy-childhood-school-work of the teacher; Neither were those works that take teacher training, didactics and the childhood curriculum as part of the constructed archive. In total, a database with 343 records was built. Finally, 50 documents were selected, discriminated as follows: undergraduate thesis, master's thesis, doctoral thesis, historical-educational research and history books on childhood education.

Source: self made

Initially, it was intended to include research from all Ibero-American countries, especially those that we know little about at the international level about the ways in which they have dealt with the history of childhood education. The final result of the historiographic balance only yielded research from Spain, Portugal, Mexico, Guatemala, El Salvador, Puerto Rico, Cuba, Colombia, Venezuela, Ecuador, Brazil, Chile, Uruguay and Argentina, the rest of the Ibero-American countries do not record publications in databases on the history of early childhood education.

For the categorization of the different records, three methodological options were considered: the first classifying them based on the degree of school classification (level, cycle, program, grade), the second using the universal terms of the thesauri both in Spanish and French also English and Portuguese: educación de la primera infancia, educación preescolar, educación preprimaria, educación y cuidado infantil; éducation de la prime enfance, éducation préprimaire, éducation préscolaire, éducation et soins de la petite enfance, early childhood education, preschool education, preprimary education, early childhood care and education; educação pré-escolar, educação da primeira infância; educação infantil and the third to analyze the knowledge-power and subjectivation relations that shape nursery education, preschool education, early childhood education and initial education as knowledge practices (Zuluaga, 1999, p. 147).

The analysis opted for the third option as a way to reveal the discourses, the institutions and the ways of being subjects that have historically allowed practices "the circulation, diffusion, production, adaptation, distribution and control of knowledge" (Zuluaga, 1999, p. 147) to educate boys and girls from birth to entry to primary school in Latin America from the 1980s to the present. The methodological triad Institutions, Subjects and Discourses -ISD- (Zuluaga, 1999) allowed to account for a set of thematic series based on the thematization of the 50 records selected for the realization of the state of the art: educación de párvulos, pedagogía y parvulario; educación pre-escolar, enseñanza infantil y jardines de infantes/kindergarten; educación inicial, primera infancia y desarrollo infantil y educación infantil, pedagogías e infancias. The different records were disjointed as follows:

Source: self made

After the thematization of the records, a discursive reading of the set of statements in which "the text is situated in relation to other discourses and currents of thought that apparently may be alien" (Zuluaga, 1999, p.182) was carried out in order to configure, based on the recovery of the historicity of childhood education, a field of knowledge for childhood pedagogy based on a reading that denatures the anthropological universal of initial education, early childhood and child development from of the institutionalization in the West of boys and girls as subjects of rights in 1989 with the issuance of the International Convention on the Rights of the Child by Unicef, to the point of becoming an object of knowledge by the State, the civil society and academia.

The notion of field of knowledge (Zuluaga, 2000, p. 281) allows configuring the discursive frontiers of childhood pedagogy based on the recovery of the historicity of nursery education, preschool education, initial education and early childhood education as practices of knowledge that today are located fragmented and atomized in history, be it institutional, social and childhood. This review article constitutes a contribution to the realization of this long-term undertaking, as it breaks with the confinement of sciences and disciplines and reveals other modes of existence in which the past takes place in the present from a plural and open epistemic perspective, enables routes to establish discursive exchanges and confronts the pedagogization of society, which reduces the complexity of pedagogy as pedagogical knowledge, understood as the meaning that the adult gives to the education of the boys and girls.

Next, the results of the thematization of the 50 records that constituted the state of the art archive are presented, the article ends by posing the challenges for the configuration of a field of knowledge for childhood pedagogy resorting to discursive reading between history, politics and epistemology.

Results: contributions to a history of childhood education in Iberoamérica

Preschool education, childhood teaching and kindergarten

In this category are grouped the historical works that take preschool education as an objective in countries such as Spain, Mexico, Colombia, Cuba, Puerto Rico, Brazil and Uruguay. Temporarily preschool education as a practice of knowledge emerged between the 1960s and 1970s from the "strategic reordering and discourse of education", which made literacy a model to think about regular education through elementary education (Martínez & Orozco, 2010, p. 109). Literacy the "preschool child" (Cárdenas et al., 2010) occurs in response to the discourse of cultural, linguistic and cultural deprivation (Malta, 1985; Kotliarenco, Castro & Cáceres, 1993). Preschool education as compensatory education through the "pedagogical device" [...] "performed a double function for capitalism: strengthening the child's cognitive development and preparing him for success in formal school" (Jiménez, 2012, p. 193).

Early childhood education was intended to materialize in school the discourse of compensatory education through specific didactics: it was necessary to take the preschool child out of poverty, hence, pre-mathematics, pre-reading and pre-writing were the main knowledge that allowed the preschool child to be objectified as a preamble to entering primary school (Cárdenas et al., 2010) in alliance with psychopedagogy, the technical curriculum of North American origin and behavioral, cognitive and learning psychologies.

In the 1970s, preschool education as compensatory education began to be implemented in the United States through the Heard-Start program (Kotliarenco, Castro and Cáceres, 1993). In Puerto Rico, preschool education takes force from the year 1995 when kindergarten is officially recognized as part of the educational system through Law 79 as a compulsory grade for elementary schools (Colón-Díaz, 2013).

In Colombia, the institutionalization of preschool education according to Absalón Jiménez (2012) occurs towards the end of the 1960s when the country appropriates the theory of child development, especially from the contributions of Jean Piaget as part of the measures that made preschool massification possible. The pre-schooling of the child "allowed the State, among other things, to control poverty prematurely: it was born to attend, control, dominate, persuade, convince and lock up poor children" (Cárdenas, Contreras and Navarro, 2010, p. 38).

In Brazil, preschool education has a birth certificate around the 1970s from the relationship between the theory of cultural deprivation and the practice of compensatory education. Its institutionalization occurred among those who considered their main purpose to prepare boys and girls to enter primary school of an educational nature and those who preferred a pre-school education of a welfare nature, in response to the social problems of the Brazilians who afflicted them: violence, poverty, inequality, concentration of power, among others (Malta, 1985).

Up to this point, the discourses and practices that made possible the institutionalization of preschool education as a practice of knowledge that had as its objective the preparation for entering primary school in the framework of the Second World War have been analyzed. The historiographic analysis becomes more complex in countries such as Spain where the history of the education of boys and girls from birth to six years of age is debated among the researches that history the creation of nursery schools from the nineteenth century to the decade of the 1970s through preschool education (Viñao, 1991; Olaya, 1995; Monés, 1991) to those approaches that do so from the history of early childhood education (Sanchidrián, 1991a, Sanchidrián, 1991b, Sanchidrián et al., 2010).

In Mexico something like the Spanish case happens, there is a history of early childhood education related to the emergence of toddlers' schools and kindergartens from the late 19th century until the 1940s (Campos, 2013; García & Vera, 2019).

Unlike Spain and Mexico, where there is a historiographic rarefied, a singularity is evident in Cuba: the history of preschool education that began to be written after the Cuban revolution includes a social, political and pedagogical moment: the integration of the discourses and practices typical of pre-primary school through kindergarten with the appropriation of initial education (Martínez, 2004) through the creation of nursery, community and creche circles; politically, the Cuban State articulated education and care through the same practice of knowledge: preschool education (Benavides 2006).

It cannot be overlooked that the decisions that both historians and educators make to carry out their historical research are directly related to the political, social and cultural debates of each country and that it is summarized in the role that the education of the boys and girls during their first years of life as an active part of the systems of instruction and public education, hence the choice of the type of history that will deal with childhood education is more political than historiographic; strictly speaking and being faithful to the primary sources, the term of the history of nursery education would have to be used for the nineteenth century and a good part of the twentieth century and not the history of preschool education.

Initial education, early childhood and child development

In this category, the research that has dealt with the history of the emergence of inicial education as a practice of knowledge that allowed the individualization of early childhood as a sub-stage of childhood to be governed through the discourse of child development are analyzed. The emergence of initial education occurs within the framework of the globalization of education in the mid-twentieth century, using the developmental approach began to objectify children boys and girls under six years of age through their child schooling as a government practice that will no longer deal with the boy and the girl as a body but rather the population to be led through biopolitics (Martínez, 2004; Martínez & Alvarez, 2013). At the Ibero-American level, since the 1970s, the concern for leading the child population through institutions such as creche, urban and rural nurseries, maternity cribs, pre-school education centers, family welfare centers, among others, is evident (Cerda, 2003).

To analyze the scope that mass school has had as a biopolitical strategy for the government of man through early childhood (Martínez, 2004), Mariano Narodowski and Carolina Snaider (2016) report how from the year 2000 it began to produce a massive private schooling of children from 0 to 3 years: "The institutionalization of babies and young children arose from the need to sustain parenting by an alternative means to that of the family group of belonging" (p. 50), we are witnessing a historical moment in which "schooling is advancing, and entails the extension of the principle of childhood as a reason of State to ever younger ages" (p. 51) (original italics).

For the analysis of the initial education, early childhood and child development series, the research that has dealt with analyzing the emergence of early childhood was excluded, given that said analyzes do not problematize the relationship between initial education-early childhood from a historical perspective, either the states of the art regarding early childhood care and education were included, as they only focus on the provision of the service in the different modalities. In comparison with the categories of analysis proposed for the historiographic balance, there are few works that take the history of initial education as a practice of knowledge for the governance of early childhood through the concepts of growth, development, upbringing, care, participation and protection.

In the midst of the historiographic rarefied previously analyzed, the research article Historicidad de la educación inicial en México, un estudio documental (Liddiard and Pérez, 2019) differentiates very well at the level of public policy initial education (0 to 3 years) from preschool education (3 to 6 years). The authors are concerned with analyzing historically after the Second World War the emergence of initial education from the creation between 1946 and 1952, the creation of the first nurseries in the entire Mexican republic, of the nurseries (1959), of the Institute for the Protection of Children (1961) and the General Directorate of Social Welfare Centers for Children "in order to coordinate and regulate, not only the Nurseries of the Ministry of Public Education -MPE- in 1976. Starting in the 1980s, there was a strong expansion of initial education in Mexico until it was established as a constituent part of the General Law of Education in 1993.

The historiographical rarified that has been revealed does not leave out the works that are registered as history of initial education. Geographically, this debate takes place in Ecuador, Uruguay, Chile and Argentina. This is the case of the research entitled: La educación inicial en Uruguay: su origen como política pública estatal, 1870-1900 (Ivaldi, 2011) raises a recurring problem in the sources consulted for the completion of the historiographic balance: the term initial education is used as the first level of the Uruguayan educational system and therefore as a category of analysis to account for the existence of kindergarten and maternity homes at the end of the 19th century; being faithful to the primary sources, it is nursery education that begins to be configured from the creation of kindergarten, since initial education as a practice of knowledge emerged in Latin America from the second half of the 20th century and became institutionalized throughout the region from the CIDN in 1989.

Argentina, like its neighbor Uruguay, presents a historiographic rarefied characteristic of classical historical genealogies by generalizing the existence of initial education as an educational level from the configuration of the nascent Argentine nation-state to the present day. Perhaps the most complete work that has been done in the gaucho country and which is an example of the historical rarefied between the history of nursery education and the history of preschool education is Mónica Fernández's doctoral thesis in education and published in book in 2018 titled:: Historia y pedagogía de la educación inicial en la Argentina. Desde el proyecto sarmientino hasta los inicios del siglo xxi.

In Chile there are works that deal with historically analyzing the existence of early childhood through the recovery of the history of nursery education, it is the case of the article Programas de educación inicial en América Latina y los currículos nacionales del siglo xxi (Peralta, 2003). The first thing that should be clarified is the anachronism that is committed when proposing the existence of early childhood from pre-Colombian times to the present, the second is that the analysis only deals spatially with Latin America from the programs that go to allow the institutionalization of initial education as a practice of knowledge from the 1980s onwards and the third thing that should be clarified is that the period analyzed from the 19th century to the end of the 20th century corresponds to the history of the Chilean nursery education cannot be extrapolated as a generality at the Latin American level.

"Caballito blanco, ¡vuelve pa' tu pueblo!": troubling and reclaiming the historical foundations of Chilean early childhood education" is the title of the article by Galdames (2017), it is proposed to carry out a historical-conceptual analysis of early childhood education through a mestizo history from the present. The text historiographically becomes rarifyed as it proposes to use categories of anthropological analysis of the present (feminism, for example) typical of the present.

Another historical imprecision is evidenced in the bachelor's thesis titled: Genealogía de la educación inicial en Ecuador: 1900-2000 (Pautasso, 2007) which does not distinguish the history of initial education from nursery education typical of the early twentieth century and which is excluded as a category of analysis to account historically for the emergence of kindergarten.

Early childhood education, pedagogies and childhoods

The following section mainly analyzes the works that have dealt with problematizing to a large extent in Brazil and some countries such as Chile and Colombia the production of knowledge to educate an out-of-school childhood, based on the relationships between children's cultures, the field of childhood studies, especially the sociology of childhood and modern pedagogical knowledge. Childhoods as a way of being subjects in contemporaneity emerge as a concept by intellectuals in favor of the unschooling of modern childhood. Early childhood education as a practice of knowledge represents the triumph of the paidocentrism typical of the Escolanovista movement and the disappearance of the modern series pedagogy-childhood-school-work of the teacher; modern childhood has disappeared as a concept and as an experience to give way to contemporary childhood.

Said analysis cannot ignore the historical research that Moysés Kuhlmann Jr. has contributed mainly in the Brazilian context through his classic book Infância e educação infantil: uma alimentação histórico (2011), edited seven times, constitutes a reference to do a history of childhood pedagogy based on the relationships between the history of early childhood education and the history of childhood. In the line of making history of early childhood education and childhood are the works Histórias da educação infantil brasileira (Kuhlmann, 2000); As pesquisas na área da educação infantil e a história da educação: construindo a história do atendimento as crianças pequenas no Brasil (Arce, 2007); A história da educação infantil no Brasil: avanços, retrocessos e desafios dessa modalidade educacional (Paschoal & Machado, 2009); Educar na infância. Perspectivas histórico-sociais (Souza et. al., 2010); Educação infantil no Brasil: história e desafios contemporáneos (Silva & Soares, 2017); A história da atenção à criança e da infância no Brasil e o surgimento da creche e da pré-escola (Guimarães, 2017). These are some of the researches that have had the greatest impact in the field of the history of early childhood education. The book by Edson Pereira (2013) stands out from this group, who histori -cally appropriates the principles of Comenius's magna didactics for the educação da primeira infância.

It is worth clarifying that the works that were privileged in this section have more epistemic than historical stakes and that they are of importance for the research object of the current doctoral thesis: the emergence of nursery pedagogy in Colombia during the 20th century. Historical research on childhood education, especially the Brazilian ones, is not analyzed in detail, since in the Ibero-American context there has been no historical-epistemic research on nursery pedagogy. The research analyzed deal with the configuration of the pedagogia da infância ou da educação infantil y de la pedagogía infantil.

Pedagogia da infância ou da educação infantil is a notion proposed by Eloisa Rocha derived from her doctoral thesis in education (1999) and which occurs within the framework of the articulation of early childhood education to Brazilian basic education, it attempts to respond to the historical tensions between educação infantil and educação pre-escolar, mainly between education and teaching as concepts that have dealt with the constitution of the infantile subject. The author proposes the construction of a field of knowledge for pedagogia da infância, based on the Anglo-Saxon "estudos sociais da infância" (Rocha, Lessa & Buss-Simão, 2016, p. 34); (Buss-Simão & Rocha, 2017). She considers that the childhood-education relationship should include the age range from zero to six years old, she distances herself from what she calls pedagogia para a criançã pre-escolar for the "construção de uma Pedagogia da Educação Infantil, como um campo particular do conhecimento pedagógico" (Rocha, 2001, p. 28); it is then proposed to build a pedagogia da infância which recognizes the plurality of childhood in contrast to a pedagogía da infância em situação escolar that only recognizes school childhood. (Rocha, 1997). In Colombia from Absalón Jiménez's essay El campo de la pedagogía en Colombia. Una mirada desde la pedagogía infantil (2014) shows a similar concern to Eloisa Rocha's research when proposing to analyze the professionalization processes of graduates in preschool education as a region of the field of pedagogy.

Following the line of analysis set out above, we find the article by Maria Oliveira (2015) who problematizes the construction of a pedagogia da educação infantil based on pedagogical practice. Rodrigo Saballa and Paulo Sergio Fochi (2017) propose from the field of studies in childhood a pedagogia do cotidiano na (e da) educação infantil, the daily life of childhood is constituted "em un catalizador das experiências de aprendizagem" (p. 15). Alessandra Arce (2013) proposes a construction of a pedagogia histórico-crítica that allows the teacher to make the teaching-development tension a relationship to carry out the educação infantil. Tisuko Kishimoto et al. (2013), Gabriela Nogueira and Suzane Vieira (2017) propose the construction of a pedagogia da infância for the articulation of the educação infantil and la ensino fundamental within the framework of the pedagogical practice.