The epistemic basis of theses surveyed between 2006 and 2016

To understand the epistemic basis that guides the theses we produce is to understand where we started our research journey. The result of basic academic research appears initially in master’s theses and later in doctoral dissertations defended and disseminated. In the bibliographic references of the theses available in the Capes database for the 2006-2016 period, we identified the team of eleven first-string and eleven second-string authors and texts5 that were most cited and most often used. Below we will present only the first-string team. Table 02 shows the most cited authors6 and their respective texts7 in the analyzed theses.

From the specific field of research in early childhood education, the most cited authors are ^{Campos; Rosemberg; Ferreira (1995)}, ^{Cerizara (1999)}, ^{Kishimoto (1999)}, ^{Kramer (1995)}, Rocha (2002), ^{Rosemberg (2002)}, and ^{Kuhlmann Júnior (2007)}. In the texts published by these authors and most cited in the analyzed theses, topics such as history, early childhood education, daycare, pre-school, education, care, training, research, public policies, the role of the State and multilateral organizations are discussed.

In addition to the authors who study child education specifically, the most cited bibliographic sources include authors such as ^{Freire (2002)}, with his pedagogy of autonomy, and ^{Ariès (2006)} and ^{Saviani (1997)}, from the field of education history, who show us in their texts relevant aspects of the history of the child, childhood, family and educational legislation. From the field of sociology of childhood we have ^{Sarmento (2004)}, who shows us in his most quoted text the childhood cultures at the crossroads of the second modernity.

Through the bibliographic references of all theses, between 2006 and 2016, we reached these authors and texts most often read and cited by the community of researchers dedicated to studies on children, childhood and early childhood education. By tracking the most used sources in master’s theses, we can have a good study guide for those who intend to do research in this field of investigation.

Understanding the epistemic basis that guides the theses already produced on children, childhood and early childhood education is crucial for all those who intend to carry out studies in this field. The most read and cited authors in the theses compose the research assumptions in the area and indicate that, in order to understand children and childhood, it is important to read and problematize, for example, the studies of ^{Ariès (2006)} and the studies of ^{Sarmento (2004)}; in order to analyze the field of education, pedagogy, legislation and educational policies, the study by ^{Freire (2002)} and ^{Saviani (1997)} can be useful. In addition, to understand the history and policies for daycare, pre-school and early childhood education in Brazil, the study of the following studies can be useful: ^{Campos; Rosemberg; Ferreira (1995)}, ^{Cerizara (1999)}, ^{Kishimoto (1999)}, ^{Kuhlmann Jr. (2007)}, ^{Rocha (1999)}, and ^{Rosemberg (2002)}. These authors and texts constitute the theoretical basis and history of this field of research. Knowing these hegemonic authors does not, of course, prevent other references from being identified and considered.

The epistemic basis of the surveyed dissertations between 2006 and 2016

To understand the epistemic basis that guides the doctoral dissertations we have produced is to understand the steps of those who already have their own views, as research at the doctoral level assumes. The results of academic research appearing in defended and disseminated doctoral dissertations can be considered as more mature fruits in the research journey. If the thesis can be considered as the entrance door for researcher training, the dissertation can be considered as the exit door, that is, a training cycle started in the undergraduate course is closed with the completion of the doctorate. In the bibliographic references of the dissertations available in Capes database from 2006 to 2016, we identified the team of eleven first-string and eleven second-string authors and texts. Below we list only the first-string team. Table 03 shows the most cited authors and their texts in the analyzed theses.

From the specific field of research of early childhood education, Campos, Kishimoto, Kramer and Rosemberg are the authors who make up the team of the most cited and most read in doctoral dissertations. In their texts, Campos, Füllgraf and Wiggers (2006) assess the quality of early childhood education in Brazil; ^{Kishimoto (1999)} discusses the training policy for early childhood education professionals; ^{Kramer (1995)} analyzes the art of disguise in pre-school policies in Brazil; ^{Kuhlmann Jr. (2007)} presents his historical research on childhood and early childhood education in Brazil; and ^{Rosemberg (2002)} discusses the relationship between multilateral organizations and the Brazilian State in the development of public policies for early childhood education.

The most cited bibliographic references in the dissertations also include psychoanalysis and psychology authors, namely: ^{Piaget (1972)}, ^{Vygotsky (1991)} and ^{Freud (1980)}, showing that psychology studies and sexuality theories in a social perspective make up the main theoretical sources of research at doctoral level. There are also classic authors of philosophy: Benjamim (2002), with his text on the child, the toy and education; and ^{Foucault (2007)}, with his text on “discipline-and-punish” strategies present in different social institutions. On the one hand, the child is alive and playful. On the other, the child is being disciplined and punished. Childhood cultures at the crossroads of the second modernity are presented and discussed by ^{Sarmento (2004)}, the most cited author of childhood sociology in research on early childhood education.

Those who do research in the field have, through the references used in the area’s dissertations, to consider the bibliographic production of Campos, Kishimoto, Kramer, Rosemberg and Kuhlmann Jr. In addition to these, researchers have widely quoted, from the field of philosophy, Walter Benjamin and Michel Foucault; from the sociology of childhood, Manuel Sarmento; and from psychology/psychoanalysis, Sigmund Freud, Jean Piaget and Lev Vygotsky. As it could not be otherwise, in the doctoral dissertations there is a deepening of theoretical and methodological approaches, and this is reflected in the authors pointed out as assumptions in research for, with and about children, childhood and early childhood education.

Understanding the epistemic basis that guides the dissertations already produced on children, childhood and early childhood education is essential for all those who intend to carry out studies in this field. The authors identified here make up the research assumptions in the area and indicate that, in order to understand children and childhood, an acquaintance with the works of ^{Benjamin (2002)}, ^{Foucault (2007)}, ^{Freud (1980)}, ^{Piaget (1972)}, ^{Sarmento (2004)} and ^{Vygotsky (1991)} can be useful. In addition, to understand the history and policies for preschool and early childhood education in Brazil, getting to know the works of ^{Campos; Rosemberg; Ferreira (2006)}, ^{Kishimoto (1999)}, ^{Kuhlmann Jr. (2007)} and ^{Rosemberg (2002)} can help. These are the authors and texts that constitute the theoretical basis and history of this field of research. Knowledge of the predominant frame of reference does not exclude, as we have already stated, the analysis of emerging studies.

Epistemic basis of the studies presented at ANPEd between 2006 and 2016

To understand the epistemic basis that guides the studies presented at ANPEd meetings is to understand the movement of researchers towards the critical judgment of their productions by the scientific community. This event is one of the first channels for the dissemination of academic production, materialized in dissertations and theses. This association brings together beginning and veteran researchers who work in educational research. When submitting a text to one of the ANPEd working groups, we are submitting ourselves to the analytical scrutiny of our most experienced peers. Below we will present only the first-string team. Table 04 shows the most cited authors and their texts in the analyzed ANPEd studies.

The most cited authors in the field of early childhood education in the complete studies of ANPEd are ^{Campos, Füllgraf and Wiggers (2006)}, ^{Kramer (2002)} and ^{Rosemberg (2002)}, as well as a new text by ^{Kramer (2002)} involving ethical issues of authorship and authorization in research with children. ^{Bakhtin (2003)}, with Aesthetics of verbal creation; ^{Corsaro (2011)} with Sociology of childhood; and ^{Deleuze; Guattari (1997)}, with A thousand plateaus, are authors and texts that appear for the first time as main references.

^{Benjamin (2002)}, ^{Foucault (2007)}, ^{Freire (2002)} and ^{Sarmento (2005)} had already been mentioned in theses and dissertations. However, the text Generations and otherness, by ^{Manuel Sarmento (2005)}, appeared for the first time as the most cited source in ANPEd studies between 2006 and 2016.

Eloisa ^{Rocha (2010)} analyzed the path of research on early childhood education in the ANPEd working group that has studied this theme for thirty years, revealing theoretical approaches, privileged methodologies, scientific areas and disciplinary crossings. The growth in demand for early childhood education and the analysis of social and political movements around this demand were, according to the survey, present in the studies analyzed. ^{Rocha (2010)} shows that the “maturity” of studies was gradually built, enabling the strengthening and consolidation of the area. The diversity of epistemic origins and theoretical contributions is a challenge for knowledge production in the field and for research developed in the area. To face this and other challenges, the studies indicate the need for a greater dialogue between practices and research in early childhood education.

Understanding the epistemic basis that guides the ANPEd studies already produced on children, childhood and early childhood education is essential for all those who intend to carry out studies in this field. The authors identified here make up the research assumptions in the area that indicate that, in order to understand children and childhood, studying the works of ^{Bakhtin (2003)}, ^{Benjamin (2002)}, ^{Corsaro (2011)}, ^{Deleuze; Guattari (1997)}, ^{Foucault (2007)}, ^{Sarmento (2005)} and ^{Vygotsky (1991)} can be useful. In addition, to understand education, pedagogy and policies for early childhood education in Brazil, the studies by ^{Campos; Füllgraf; Wiggers (2006)}, ^{Freire (2002)}, ^{Kramer (2002)} and ^{Rosemberg (2002)} are indicated as references in the area and should be considered in the new research to be developed.

Epistemic basis of the scientific articles analyzed between 2006 and 2016

To understand the epistemic basis that guides the articles published in scientific journals in the field of education is to understand the movement of experienced researchers to convey the results of their research and engage in a critical dialogue with the scientific community. The publication of articles in qualified journals is already a bolder step in researchers’ academic careers. In the bibliographic references of articles published in Qualis A journals in education between 2006 and 2016, we identified the team of eleven first-string and eleven second-string authors and texts. Below we will present only the first-string team. Table 05 shows the most cited authors and their texts in the analyzed articles.

From the field of early childhood education, we have two novelties in the list of the most cited: ^{Oliveira (2002)}, with her book on fundamentals and methods of early childhood education, and ^{Rossetti-Ferreira et al. (2004)}, with a study on networks of meanings. In addition, the text on the debate on academic research in the field of early childhood education, by ^{Campos (1997)}, and the text that analyzes the relationship between the women’s movement and political openness in Brazil, by ^{Rosemberg (1984)}, are also novelties in the list.

The surprise in the list of the most cited authors in bibliographic references of journal articles was indeed the Brazilian modernist Mário de ^{Andrade (1976)} and his text about the child prodigy. In addition, the text “Social history of the Child and family,” by ^{Ariès (2006)}, present in the theses and absent from the main list of ANPEd dissertations and studies, reappears as the main source of articles in the area.

The same above-mentioned texts by ^{Benjamin (2002)} and ^{Foucault (2007)} appear again as the most cited in the bibliographic references of the analyzed articles. ^{Corsaro (2011)}, absent as the main source in theses and dissertations, also reappears with the same text on the sociology of childhood, already widely cited in ANPEd studies.

Understanding the epistemic basis that guides the scientific articles already produced and published on children, childhood and early childhood education is essential for all those who intend to carry out studies in this field. The most read and most cited authors in scientific articles published in academic journals compose the research assumptions in the area and indicate that, to understand children and childhood, one can read and study the works of ^{Andrade (1976)}, ^{Ariès (2006)}, ^{Benjamin (2002)}, ^{Corsaro (2011)}, ^{Foucault (2007)} and ^{Sarmento (2004)}. In addition, in order to understand early childhood education and the policies for the area in Brazil, the studies by ^{Campos (1997)}, ^{Kramer (2002)}, ^{Oliveira (2002)}, ^{Rosemberg (2002)} and ^{Rossetti-Ferreira et al (2004)} are significant sources. These authors and texts constitute the theoretical basis of this field of research that does not exclude, on the contrary, it requires knowledge of emerging research.

Most cited authors and texts: A roadmap for new research

Through the authors cited in all surveyed databases, it is possible to have an overview of what predominates as an epistemological source of research for, with and about children, childhood and early childhood education between 2006 and 2016. The beginning researcher has here a compass that will guide his walk in this research field. The experienced researcher has here a bibliographic tool for reviewing the path already taken and for proposing new research strategies. We do not have to know everything, but it is urgent to know what is assumed, which is the underlying basis of the field of investigation where we invest our interest and our energies. Initially, we have the authors that appear as the most cited in the four surveyed databases: theses, dissertations, ANPEd studies, and articles. They are: Maria Malta Campos, Sonia Kramer, Fúlvia Rosemberg, and Manuel Sarmento.

By Maria Malta ^{Campos (1997)} we have Early childhood education: The debate and research. In addition to this text, we have the author’s texts published in partnership with other researchers: Daycare and pre-schools in Brazil and The quality of Brazilian early childhood education (^{CAMPOS; ROSEMBERG; FERREIRA, 1995}; CAMPOS; FÜLLGRAF; WIGGERS, 2006). The two texts from the 1990s are basic on research in the field of early childhood education and on daycare and pre-school. The 2006 text, on the other hand, brings the result of research on quality in early childhood education across the country.

By Sonia ^{Kramer (1995}, ²⁰⁰²⁾ there are two widely cited texts: Pre-school policy in Brazil: The art of disguise and “Authorship and authorization: Ethical issues of research with children.” The 1990s text discusses preschool policies in Brazil, and the 2002 text presents a current and relevant theme: the ethical issues involved in research with children.

Fúlvia ^{Rosemberg (1984}, ²⁰⁰²⁾ has authored two texts that make up the main references of early childhood education researchers: The women’s movement and political openness in Brazil and Multilateral organizations, the State and public policies on early childhood education. The 1980s article is a basic text that discusses the relationship between the women’s movement and the process of political openness in Brazil. The 2002 text, on the other hand, analyzes the relationship between early childhood education policies with the State and multilateral organizations.

Manuel ^{Sarmento (2004}, ²⁰⁰⁵⁾ is the author of two texts that are among the most cited and widely used by researchers: Childhood cultures at the crossroads of the second modernity and Generations and otherness: Interrogations from the sociology of childhood. The text on childhood cultures in the second modernity is a chapter of the book edited by ^{Sarmento and Cerizara (2004)}, Children and kids: Socio-educational perspectives of childhood and education. The text with interrogations addressed to the sociology of childhood from the definition of childhood as a generational category, in which the author resumes and recontextualizes the concept of generation, was published in the thematic dossier on the sociology of childhood organized by ^{Delgado and Müller (2005)} and published by Caderno Cedes of the Universidade de Campinas.

The authors that make up the team of eleven in the references of theses, dissertations, ANPEd studies and articles are the most cited among all those used as bibliographic sources. However, there are authors who appear in only one of the surveyed databases. They are: from the field of early childhood education, ^{Cerizara (1999)}, with her text on educating and caring in early childhood education; ^{Oliveira (2002)}, with her study on the fundamentals and methods of early childhood education; ^{Rocha (1999)}, with her text on research in early childhood education in Brazil; and ^{Rossetti-Ferreira et al. (2004)}, with a book on the networks of meanings.

In addition to these authors, two Brazilian authors, ^{Andrade (1976)} and ^{Saviani (1997)} and four foreigners, ^{Bakhtin (2003)}, ^{Deleuze-Guattari (1997)}, ^{Freud (1980)} and ^{Piaget (1972)} appear as main sources in only one database. ^{Andrade (1976)} with the text about the child prodigy; and ^{Saviani (1997)} with the book discussing the trajectory, limits and perspectives of the new LDB (Law of Directives and Bases) in Brazil in 1996. ^{Bakhtin (2003)} with the text on the aesthetics of the verbal child; ^{Deleuze-Guattari (1997)} with A thousand plateaus; ^{Freud (1980)} with his three essays on the theory of sexuality; and ^{Piaget (1972)} with the six studies on psychology.

The books Reflections on the child, the toy, education, by Walter ^{Benjamin (2002)}, and Discipline and punish: The birth of prison, by Michel ^{Foucault (2007)}, appear as main sources in dissertations, ANPEd studies and scientific articles in the field. The two authors are not the main references only in the team of the eleven most cited authors in theses. Benjamin’s work marks all the theoretical thinking of the 20th century, with the unconditional search for the so-called “authentic life,” which refuses to “sell the soul to the bourgeoisie.” As a small hunter of the first letters, Benjamin shows the joy of being in the company of toys, children’s books and the “proletarian children’s theater.” On the other hand, the book Discipline and punish, in which Foucault shows the evolution of surveillance and punishment strategies with a view to the formation of obedient and docile bodies, alerts us to the risks of institutionalization and early schooling of children, based on feelings of pampering, moralization and child protection.

Philippe ^{Ariès (2006)}, with his book Social history of the child and family, is the main source of theses and scientific articles. William ^{Corsaro (2011)}, with his book Sociology of childhood, is the main source in ANPEd studies and scientific articles. Tizuko ^{Kishimoto (1999)}, with his text on the training policies of early childhood education professionals, appears as the main source in dissertations and theses. Paulo ^{Freire (2002)}, with his book Pedagogy of Autonomy, is the main source of theses and ANPEd studies. ^{Moysés Kuhlmann Júnior (2007)}, with his book Childhood and early childhood education: A historical approach, is a major source in dissertations and theses. Lev ^{Vygotsky (1991)}, with his book The social formation of mind, is an important source in ANPEd dissertations and studies. There are three Brazilian authors: Kishimoto, Freire and Kuhlmann Jr; and three foreign authors: Ariès, Corsaro and Vygotsky.

This broad and fundamental list of authors and texts, which makes up the theoretical basis and the bibliographic memory identified in our survey on research, can be grouped in several ways. We indicate here only a few possible groupings, always incomplete and provisional: I) grouping of texts that outline a general picture of early childhood education in Brazil, with ^{Campos, Rosemberg and Ferreira (1995)}, ^{Rosemberg (1984)}, ^{Kramer (1995)}, ^{Kuhlmann Jr. (2007)} and ^{Oliveira (2002)}; II) grouping of texts containing reflections on research carried out in the field, with ^{Rocha (1999)}, ^{Campos (1997)} and ^{Kramer (2002)}; III) grouping of texts that address policies to offer and guarantee children’s right to education, with ^{Cerizara (1999)}, ^{Kishimoto (1999)}, ^{Rosemberg (2002)}, ^{Oliveira (2002)} and Campos, Füllgraf and Wiggers (2006); IV) grouping of texts containing reflections and theoretical and conceptual contributions from the fields of history, with ^{Ariès (2006)} and ^{Kuhlmann Júnior (2007)}; sociology of childhood, with ^{Sarmento (2004}, ²⁰⁰⁵⁾ and ^{Corsaro (2011)}; philosophy, with ^{Benjamin (2002)}, ^{Deleuze and Guattari (1997)} and ^{Foucault (2007)}; psychology, with ^{Piaget (1972)} and ^{Vygotsky (1991)}; and psychoanalysis, with ^{Freud (1980)}; V) grouping of texts with other relevant contributions to research in the educational field, such as Paulo ^{Freire (2002)}, Mikhail ^{Bakhtin (2003)}, Mário de ^{Andrade (1976)}, and Dermeval ^{Saviani (1997)}.

This survey showed that the field of early childhood education is permeated by several forms of knowledge, by a rich arsenal of information that encompasses several areas of human sciences, such as history, psychology, sociology, philosophy, pedagogy, etc. For the continuity of studies, we hypothesize that the bibliographic memory of the field indicates that the various areas of knowledge concerning the child, childhood and early childhood education converge to a centrality: conceiving the child as a right-holder in the sphere of education.

^{Pinto and Sarmento (1997)} have already shown that, in order to recognize the child as a right-holder, overcoming a linear and teleological view of child development, a new reflexivity must be assumed in which the child emerges as a biopsychosocial being, a competent social actor, full of rights and producer of culture. Understanding this child, thus conceived as one with a lot to tell us about one’s world and life, requires a multidisciplinary scientific literature that ranges from education sciences to childhood sociology, communication sciences, psychology, sports sciences, etc. The analysis of children’s life contexts, pointers of their identities, requires multi-theoretical and multi-methodological approaches (^{PINTO; SARMENTO, 1997}).