Resumo

BROSTOLIN, Marta Regina. Infantile Education and the protagonism of the child: different scenarios. Sér.-Estud. [online]. 2018, vol.23, n.49, pp.143-158. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i49.1130.

Childhood is characterized as a historical and social category. The structure of society, the conditions of life and insertion of the child in each social, economic, political and cultural context is what will weave the different conceptions of childhood and the various ways of being a child. From this perspective, the present text resulting from a literature review aims to reflect and discuss the trajectory, public policies and legislation regarding child care in the course of history in a first scenario. In the second, it treats the child as a subject of rights, protagonist and social actor who produces and reproduces culture and, in the third scenario, approaches the National Basic Curriculum of Child Education, making a brief contextualization of the current moment by which Brazilian education passes. It is concluded that in addition to child education policies, it is important to think about other policies when it comes to comprehensive child care, and it includes aspects related not only to education, but also health, culture and protection, which makes it necessary to interlocate with other areas of public services and other actions that are not specific to education.

Palavras-chave : Infant Education; public policy; protagonism of the child.

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