Resumen

ROSA, Daiane Prado da  y  TESSARO, Mônica. Promoting coexistence in the context of early education: notes from the literature. Educ. Puc. [online]. 2025, vol.30, e13745. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v30a2025e13745.

This article aims to analyze pedagogical strategies used in Early Childhood Education to promote coexistence through a bibliographic review study. The analyzed studies are indexed in the following databases: the Capes Theses and Dissertations Catalog, the Capes Journals Portal (CAFe Access), and The Scientific Electronic Library Online (SciELO), with a time frame from 2013 to 2023. Based on inclusion and exclusion criteria, 31 studies were selected for discussion in this text. From the analytical process, following the methodological criteria of the research, three categories emerged: a) teachers’ perceptions and training for promoting coexistence; b) play as a possibility for promoting coexistence in Early Childhood Education; c) recognizing diversity to promote coexistence. Among the highlights of this investigation, it was identified that the appreciation of play and diversity in schools can serve as a foundation for promoting coexistence among children; however, for this to occur, teachers require initial and continuing training. Additionally, we found that different theoretical and methodological approaches are used to support teachers’ pedagogical practices, with a view toward promoting coexistence in early childhood.

Palabras clave : Coexistence; Child education; Pedagogical practices.

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