Socially productive knowledge, play and childhood education in recent Argentine history

Authors

DOI:

https://doi.org/10.17058/rea.v31i1.17782

Keywords:

Socially productive knowledge, Initial education, Game, Kindergarten, Childhood

Abstract

In this work we are interested in exploring the categories of socially productive knowledge (SSP) in articulation with the significant game and its potential to analyze early childhood education in Argentina. Throughout these works, the place of the game in teaching and its relationships with other knowledge and values ​​that are sought to be transmitted through it become important. In this sense, in this opportunity we risk reflecting on how the game is understood in the materials developed to accompany teaching in kindergartens in recent history.

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Author Biography

Mónica Fernández Pais, Universidad Nacional de La Plata (UNLP)

Doctora en Educación. Fue Directora de Educación Inicial de la Nación Argentina. Profesora e investigadora que trabaja por los derechos de la infancia. Faultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata (UNLP), Buenos Aires, Argentina. 

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Published

2023-01-30

How to Cite

Fernández Pais, M. (2023). Socially productive knowledge, play and childhood education in recent Argentine history. Reflexão E Ação, 31(1), 103-115. https://doi.org/10.17058/rea.v31i1.17782

Issue

Vol. 31 No. 1 (2023): Dossier: Pedagogical Alternatives and Educational Prospectives in Latin America (Part 2)

Section

Dossiê: Alternativas Pedagógicas e Prospectivas Educacionais na América Latina

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