<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000200111</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i63.1749</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Projeto de Educação para a Infância na América Latina e no Caribe: com foco na infantilização da pobreza e na intersetorialidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Early Childhood Education Project in Latin America and the Caribbean: focusing on the poverty infantilization and intersectoriality]]></article-title>
<article-title xml:lang="es"><![CDATA[Proyecto de Educación Infantil en América Latina y el Caribe: con foco en la infantilización de la pobreza y la intersectorialidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bortot]]></surname>
<given-names><![CDATA[Camila Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Kethlen Leite de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Centro Universitário Cidade Verde ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Miracema Tocantins]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>63</numero>
<fpage>111</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000200111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Abordamos, neste trabalho, as políticas atuais destinadas à educação da infância na América Latina e no Caribe como forma de combate às crises do capital, recomendadas pelos organismos multilaterais (OM). Buscamos analisar o projeto de educação da infância latino-americana e caribenha e suas intencionalidades, sobretudo visando a servir, estrategicamente, às crises do capital dos últimos anos. Nesse ínterim, realçamos o papel da CEPAL e da UNESCO com a emergência dos discursos sobre a infantilização da pobreza e a intersetorialidade, associada às estratégias de focalização de ações e de políticas sociais, dentre estas, as de educação e ações não formais como meio de contenção de crises. O método de pesquisa elencado para análise do fenômeno assenta-se no materialismo histórico, pois a natureza do objeto está organicamente ligada ao movimento circundante socioeconômico e histórico. Congregando ao procedimento analítico-científico proposto, a natureza qualitativa da pesquisa permite a interpenetração dos contrários por meio de pesquisa documental, utilizando-se de variáveis primárias e secundárias em documentos oficiais, parlamentares e jurídicos. Na análise dos programas em nível local, examinamos o Marco Legal pela Primeira Infância (BRASIL, 2016), que demonstrou que a infantilização da pobreza e da intersetorialidade no Brasil é produto das relações contraditórias, utilizadas, sobretudo, como estratégias de conversão do ideológico em natural. Constatamos que o projeto de educação da infância é estreitamente ligado à naturalização da pobreza e das suas formas de manutenção, agregando o binômio educação-economia das redes entre Estado e Mercado como forma de gerenciar a pobreza e produzir o novo ethos individualista e o esforço pessoal das habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this work, we approach the current policies aimed at Early Childhood Education in Latin America and the Caribbean as a way of combating the crises of capital, recommended by multilateral organizations (OM). We seek to analyze the Latin American and Caribbean childhood education project and its intentions, especially with a view to serving, strategically, the capital crises of recent years. In the meantime, we highlight the role of ECLAC and UNESCO with the emergence of discourses on the infantilization of poverty and intersectoriality, associated with strategies for focusing actions and social policies, among them education and non-formal actions as a means of crisis containment. The research method chosen to analyze the phenomenon is based on historical materialism, as the nature of the object is organically linked to the surrounding socioeconomic and historical movement. In conjunction with the proposed analytical-scientific procedure, the qualitative nature of the research allows for the interpenetration of opposites through documentary research, using primary and secondary variables in official, parliamentary, and legal documents. In the analysis of programs at the local level, we examined the Marco Legal pela Primeira Infância (BRASIL, 2016), which demonstrated that the infantilization of poverty and intersectoriality in Brazil is the product of contradictory relations, used, above all, as strategies for converting the ideological into natural. We found that the childhood education project is closely linked to the naturalization of poverty and its forms of maintenance, adding the binomial education-economy of the networks between the State and Market as a way of managing poverty and producing the new individualist ethos and personal effort of skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo, abordamos las políticas vigentes dirigidas a la Educación Infantil en América Latina y el Caribe como forma de combatir las crisis del capital, recomendadas por organismos multilaterales (OM). Buscamos analizar el proyecto educativo de la niñez latinoamericana y caribeña y sus intenciones, especialmente con miras a atender, estratégicamente, las crisis capitales de los últimos años. En tanto, destacamos el papel de la CEPAL y la UNESCO con el surgimiento de discursos sobre la infantilización de la pobreza y la intersectorialidad, asociada a estrategias de focalización de acciones y políticas sociales, entre ellas, la educación y las acciones no formales como medio de contención de crisis. El método de investigación escogido para analizar el fenómeno se basa en el materialismo histórico, ya que la naturaleza del objeto está orgánicamente ligada al movimiento socioeconómico e histórico que lo rodea. En conjunto con el procedimiento analítico-científico propuesto, el carácter cualitativo de la investigación permite la interpenetración de opuestos a través de la investigación documental, utilizando variables primarias y secundarias en documentos oficiales, parlamentarios y judiciales. En el análisis de los programas a nivel local, examinamos el Marco Legal pela Primeira Infância (BRASIL, 2016), que demostró que la infantilización de la pobreza y la intersectorialidad en Brasil es producto de relaciones contradictorias, utilizadas, sobre todo, como estrategias para convirtiendo lo ideológico en natural. Encontramos que el proyecto de educación infantil está íntimamente ligado a la naturalización de la pobreza y sus formas de mantenimiento, sumando el binomio educación-economía de las redes entre Estado y Mercado como forma de gestionar la pobreza y producir el nuevo ethos individualista y el esfuerzo personal de habilidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas sociais]]></kwd>
<kwd lng="pt"><![CDATA[políticas educacionais para a infância]]></kwd>
<kwd lng="pt"><![CDATA[organismos multilaterais]]></kwd>
<kwd lng="pt"><![CDATA[pobreza]]></kwd>
<kwd lng="en"><![CDATA[social policies]]></kwd>
<kwd lng="en"><![CDATA[educational policies for children]]></kwd>
<kwd lng="en"><![CDATA[multilateral organisms]]></kwd>
<kwd lng="en"><![CDATA[poverty]]></kwd>
<kwd lng="es"><![CDATA[políticas sociales]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas para niños]]></kwd>
<kwd lng="es"><![CDATA[organismos multilaterales]]></kwd>
<kwd lng="es"><![CDATA[pobreza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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