The Semantic Fields of Baby Studies in Early Childhood Education: An Analysis of Academic Production in Brazilian Journal Articles
The academic production on babies in day care centers in scientific research refers to a diversity of semantic fields with different epistemologies, theoretical and methodological issues that organize and fragment knowledge. The pedagogical work in day care centers still lacks dialogue with this aca...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/37458 |
| Acceso en línea: | https://revistaseletronicas.pucrs.br/faced/article/view/37458 |
| Access Level: | acceso abierto |
| Palabra clave: | baby nursery child education bebê creche educação infantil bebé guardería infantil educación infantil |
| Sumario: | The academic production on babies in day care centers in scientific research refers to a diversity of semantic fields with different epistemologies, theoretical and methodological issues that organize and fragment knowledge. The pedagogical work in day care centers still lacks dialogue with this academic production. The present study discusses the bibliographic production in journal articles that address questions about babies in day care centers. Searches were performed using the combination of the descriptors bebê or bebês and creche, berçário or educação infantil, in two databases: SCIELO and PePSIC, which identified 51 articles between 2007 and 2018. The production was concentrated in the last five years. The issues of child development are the most addressed in the studies, followed by the theme of interaction. Almost all articles report field research or present intervention research results. In conclusion, it is emphasized the need to leave the baby and the daycare as their own categories in the discussion of the results of the analyzed studies and their implications for the policies and practices in early childhood education. |
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