Bibliographic Data Bases

Bibliographic Data Bases

The Bibliographic Data Bases bring together complete texts and abstracts of article, theses, and dissertations related to themes and projects in progress at CIESPI-PUC-Rio. They were constructed from an extensive scan of national and international academic writing. The entries organize the current theoretical and methodological debates on the Child and adolescent populations living in the situation of the streets in Brazil, Institutionalized youth populations, Child and youth participation in Latin America and Education in Early ChildhoodThe data bases have been designed to facilitate the search for and easy access to key texts and summaries as well as analyses of these materials by CIESPI staff.




CIESPI has a longstanding data base on the academic literature on children and adolescents living on the streets in Brazil. The bibliographic database was designed to facilitate search and allow quick access to texts and their syntheses, as well as to the analysis of the CIESPI research team, coordinated by Professor Irene Rizzini, from the Department of Social Work, at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio/CIESPI). 

The database includes an in-depth analysis of academic writing identifying current trends and themes that were published from 2000 to 2020. We make available complete PDF texts and files of 74 articles and 78 theses and dissertations that deal with the research on children and adolescents in street situation in Brazil. The methodology used in this update was the same adopted during the first phase of the survey.


Click in the following link to access the bibliographic database for articles, dissertations and theses in Portuguese.



Overview of the Research

The database and the analyzes presented here are part of the research project “Public Policies and the Challenges of Implementation: analysis of the case of the policy of attendance to children and adolescents in street situation in Rio de Janeiro”, carried out with the support from FAPERJ (CNE, Cientista do Nosso Estado [Scientist of our State], 2014-2017; FAPERJ Ref. No. E-26/201.274/2014). The research analyzes the processes that facilitate or hinder the implementation of public policies focused on children and adolescents. 


The project also includes two other lines of inquiry:

- An analysis of trends in international academic literature from 2010 to 2015. The study focuses on international research in the project “Improving Opportunities for Children and Youth in the Streets and in Other Contexts of Vulnerability” with the support of the Oak Foundation, Geneva, Switzerland. 

- A brief study on the proposals for public policies and actions aimed at this population in Brazil and an analysis of the policies and actions underway in the city of Rio de Janeiro, based on the Policies for Children and Adolescents in Street Situation (Deliberation 763:2009, Municipal Council for the Rights of Children and Adolescents of Rio de Janeiro, CMDCA 2009). 



To carry out a survey of academic production on children and adolescents in the streets in Brazil, the initial stage was limited in scope. The research included texts published in Brazil between the years 2000 and 2015.

The surveyed database contained reliable information and a good coverage of the types of documents compatible with the research, namely articles, theses and dissertations. Initially, we selected descriptors to direct the searches then we consulted the portals Scielo, Lilacs and CAPES Bank of Theses and Dissertations. 

After a careful analysis we selected a total of 116 titles (61 articles and 55 theses and dissertations) to be included in the database using the following criteria: content, authorship, year and place of publication, references of the publications and authors analyzed and texts available for download in full.

Research on academic research is useful but it has limitations. One of them is the coverage of the research itself. It is not possible to the search all existing publications. Our search was restricted to what is available through public access.

Even though we carried out a thorough search, readjusting our search parameters according to the challenges encountered during data collection, we noted some limitations. The main one is related to the fact that bibliographic data portals do not provide texts from all academic journals in the country. Portals such as Scielo and Lilacs carry out a selection of this material with the purpose of assuring scientific quality of the texts, but exclude many other publications that offer important contributions. The same occurs with theses and dissertations banks that offer the material digitalized by some educational institutions, but not by all.

To respond to this particular challenge, we also carried out a search in the national Lattes Curriculum Database of those authors mentioned repeatedly in the bibliographies. We searched for bibliographic materials (articles, published/organized books and book chapters, guidelines and completed advisory of master's dissertations and doctoral theses) published in Portuguese between the years 2000 and 2015. This resulted in the analysis of twenty-one additional texts that were available for download. These texts were not quantified in the tables referring to the survey because they were found using a different methodology from the one originally used.

After screening and quantifying published texts, we read the material and cataloged by the following information: bibliographic references, abstracts, keywords, objective, type of research, period, methodology f or data collection, theoretical analysis framework, results, recommendations and observations/highlights. As for theses and dissertations, we chose to read abstracts and relevant segments except in cases where the contents were directly related to the main themes.  

Most of the research presented in theses and dissertations were published also as articles. This material was cataloged with the following data: bibliographic references, name of the advisor and co-advisor, abstract and keywords


Research Team

Coordination: Irene Rizzini (Professor at the Social Service Department at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio) and Director of the International Center for Research and Policy on Childhood (CIESPI) in association with PUC-Rio. 

Researcher: Renata Brasil (CIESPI/PUC-Rio)

Interns: Aline Rastelli (PIBIC/CNPq) and Julia de Castilho Ramos (FAPERJ).





The bibliographic database “Institutional care for children and adolescents” is part of the project “Street Children in Institutions”, coordinated by Professor Irene Rizzini, with support from FAPERJ (CNE, Cientista do Nosso Estado [Scientist of our State], 2017-2020; FAPERJ Ref. No. E-26/202.812/2017). The project aims to analyze institutional care services offered to children and adolescents in Brazil, focusing on the State of Rio de Janeiro.

The database includes the survey of academic research on institutional care for children and adolescents and a review of the literature based on an analysis of articles, dissertations and theses published in Brazil between 2000 and 2019. 



The database has just been updated to include texts published in Brazil between the years 2000 and 2021. Currently, we make available complete PDF texts and files of 234 articles and 326 theses and dissertations that deal with the research on institutional care for children and adolescents. The methodology used in this update was the same adopted during the first phase of the survey.


Click in the following link to access the bibliographic database for articles, dissertations and theses in Portuguese.




The first methodological stage consisted of defining a set of descriptors including the following terms: institutional care, shelter, institutionalization and care combined with the words child and adolescent. These keywords were searched in the databases Scielo, Lilacs, Capes Theses and Dissertations Database, Brazilian Digital Library of Theses and Dissertations, Public Domain Portal, WorldCat and Capes Periodicals. The initial search resulted in over 3,000 titles. These texts were filtered after reading their abstracts, and this process resulted in a total of 181 articles and 317 theses and dissertations in line with the parameters established in the project.

After careful screening of the material, articles were cataloged with following information: bibliographic reference, abstract, keywords, objective, type of research, period, form of data collection, theoretical framework for analysis, results, recommendations and observations/highlights. Theses and dissertations included bibliographic references, name of the advisor and co-advisor, abstract and keywords. These methodological screens were used because of the large volume of studies identified and because a significant part of the research presented in theses and dissertations is published as articles. 

The data survey includes an analysis of academic research on institutional care for children and adolescents published in Brazil between the years 2000 and 2019. From the end of the 2000 decade, there is a large volume of publications related to the issue of institutional care. The Southeast region stands out in terms of the number of publications, followed by the South region. Most of the texts surveyed were published in journals related to the human and social sciences, but health and biological sciences also deserve mention. The amount and content of the production is vast and presents a diversity of data and analyses, highlighting topics such as: aspects of everyday life in institutions from the perspective of children, adolescents and professionals; analysis of protective measures; discussions focusing on the family; assessments on the functioning of institutions; and debates about the development of children and adolescents in an institutional environment.


Research Team

Coordination: Irene Rizzini (Professor at the Social Service Department at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio) and Director of the International Center for Research and Policy on Childhood (CIESPI) in association with PUC-Rio. 

Researcher: Renata Brasil (CIESPI/PUC-Rio)

Research Assistants: Helena Piombini and Caroline Araujo (CIESPI/PUC-Rio).

Interns: Mônica Regina de Almeida Figueiredo (PIBIC/CNPq), Hanna Azevedo Coelho (PIBIC/CNPq) and Letícia Cristina Ferreira da Silva (FAPERJ).



The bibliographic database was organized based on a review of the academic literature on the topic of child and youth participation in Latin America, from 2005 to 2019. The research is part of the project “Monitoring Child Participation Processes in Policies and International Child Protection Programs”. 

This project originated from a previous research carried out between 2015 and 2018, in partnership with Ryerson University (Canada), as part of the activities of the International and Canadian Child Rights Partnership (ICCRP) network. This partnership  involves universities from four countries: Brazil (PUC-Rio/CIESPI), Canada (Ryerson University and Mcgill University), Scotland (University of Edinburgh) and South Africa (University of Cape Town/Children's Institute). 

The goal of the project, with support from CAPES, is to expand the scope of analysis in Latin America and involve other partners in the region. The research aims to analyze theoretical and methodological approaches produced in Latin American countries on the right to child and youth participation, especially with regard to implementation under the protection and guarantee of rights programs. One of its goals is to support policies and actions at national and international levels taking into account the perspectives of children, adolescents and young people and to encourage their participation where decisions are made concerning their lives.

The bibliographic database presented here was designed with the purpose of systematizing and sharing the information gathered as well as facilitating access to the scientific literature on the subject in Latin America from 2005 to 2019.

Click in the following link to access the bibliographic database in Portuguese and Spanish. 



Methodological considerations

The first stage of the survey, carried out in 2016, consisted of identifying the academic production available online and published between 2005 and 2015. Different combinations of keywords were used, such as: participation, protection, monitoring, evaluation, protection and protagonism, combined with terms related to childhood, adolescence and youth. These searches were carried out using tools such as Google Scholar, which allows us to access content from databases from different countries. Searches were also carried out on the Capes Journal Portal, Scielo, WorldCat and other sites in different Latin American countries.

In order to include additional documents, the bibliographic research consulted specialists from the Latin American ChildWatch network and new titles were added, enriching the database.

After a preliminary analysis of the material surveyed, 86 publications including articles, theses, dissertations and reports on child participation were cataloged, in accordance with the criteria established for the research. In 2020 a new bibliographic search was carried out in order to update the research. This followed the methodology already presented, with consultation of the same databases, but this time focusing on academic articles and filtering the texts published between 2015 and 2019. In this stage, 42 articles in Portuguese and 62 in Spanish were selected and cataloged, for a total of 104 articles. Thus, searches on the topic of child and youth participation in Latin America examined for the period 2005-2019, including 190 publications.

For this database it was decided to include 139 articles published between 2005 and 2019. It also includes 10 articles published before 2005, given their relevance to the topic. Of the 149 articles analyzed, 92 are in Spanish and 57 in Portuguese. Most of the research related to articles in Spanish comes from Argentina, Chile, Mexico and Colombia. All the material in Portuguese, was produced in Brazil. Most of the articles were published from 2015 onwards, which is explained by the constant improvement of the databases and search tools available.

The research followed age standards adopted by laws and policies in the region: childhood (0 to 12); adolescence (12 to 18) and youth (the most common age range is 15 to 24 years old, possibly reaching 29 years old). It is important to acknowledge, however, that the age groups of the subjects surveyed are not always so clearly defined and the use of the terms children or young people can stray beyond the precise limits of the concepts that define them.

Aware of the limits that an international research imposes related, for example, to access to publications from different countries and the inequality of academic vehicles, we conclude this survey with the certainty that it offers us a good sample of what has been produced, thought and discussed on the topic of child and youth participation in Brazil and other countries in Latin America.


Survey and analysis of the academic literature in Latin America (2005-2019)

Brief considerations on the topic of child and youth participation

The Convention on the Rights of the Child, adopted by the General Assembly of the United Nations in November 1989 and ratified by Brazil in September 1990, is one of the main instruments of political struggle and one of the main legitimizing sources of protection for children. In it, the right to participation is expressed more directly in Article 12, which reads “(...) the child must have the opportunity to be heard in all judicial or administrative proceedings that affect him/her, whether directly or through a representative or an appropriate body, in accordance with the procedural rules of national law ”.

In Brazil the Statute of the Child and Adolescent of July 1990 reaffirms this right in Article 16 which provides “the right to freedom comprises the following aspects: I - to come and go and spend time in public and community spaces, except in cases of legal restrictions; II – the right to opinion and freedom of speech; III - religious belief and worship; IV – the right to play, practice sports and leisure; V - participate in family and community life, without discrimination; VI - participate in political life, in accordance with the law; VII - seek refuge, assistance and guidance ”.

The emphasis on child and youth participation is relatively recent and only since the 1990s has there been a growing awareness of the importance of respecting the perspectives and voices of children and adolescents as socially active agents (JAMES, 2009; RIZZINI; TISDALL, 2012). In the following decades, theoretical production on the right to child and youth participation gained prominence in Latin America, attracting researchers from multiple disciplines and creating a diverse body of methodological experiences and knowledge production.

As part of the literature on child and youth participation we consider some assumptions that underscore the importance of expanding the participation of children, adolescents and young people in public life in their countries of origin, starting with the struggle for guaranteeing the effectiveness of their rights. Although there are particularities to be considered about the exercise of political participation by this group, especially by those who have not reached adulthood, what is advocated is that they are encouraged to participate and that the child and youth perspectives are taken seriously. By supporting and encouraging child participation, there are greater possibilities for strengthening democratic principles. The premise is that by making civic tools understandable and practical experience available in the exercise of their citizenship, the young people are more likely to become responsible citizens who share democratic principles (CABALLERO, 2008).

Another aspect addressed in the literature concerns the provision of modes of participation and intervention for individuals going through training that are capable of promoting or deepening a sense of belonging. As stated by PAVEZ (2012), young people can feel more acquainted with their social roles and guidelines participating not only in the socialization process but also being able to reinvent order and strengthen the idea to expand the participation of children, adolescents and young people in vulnerable contexts. As explained by the Inter-American Institute of Niño, la Niña y Adolescentes, part of the Organization of American States (OAS), the promotion of greater participation of children, adolescents and young people results in a wider number of spaces where they can manifest themselves actively and critically in the face of situations and norms that legitimize the violation of their rights (IIN, 2010).

Most of the analyzed texts recognize child participation as the right of children and young people to express their opinions on matters that concern them, demanding that their voices are respected and their recommendations are taken into account. Several authors introduce the concept of child and youth protagonism related to the idea of autonomy in the spaces of participation, considering the child as a depository of knowledge, as opposed to the idea of passivity and disability seen in theories coined by a tutelary and paternalistic view (ACERO; AYALA , 2010). These authors affirm that an adult-centric mentality still prevails, where children are seen as the property of adults (CONTRERAS; PÉREZ, 2011; CUSSIANOVICH, 2013). Protagonism, then, is understood as a social process through which children, adolescents and young people play a central role in issues related to the development of their community and society, especially with regard to the full recognition of their rights (SARCOSTTI et al, 2015).

Another concept that has appeared recurrently in Latin American literature is the concept of citizenship. Citing Touraine (1995), Gallego-Henao (2015) defines citizenship as the role that each member of a social group assumes within their community. The citizen feels included in the community and, therefore, participates in the decisions based on the awareness of his rights and duties. Citizenship is a way of building systems that guarantee rights, “taking as the capacity that the individual himself has to assert his rights and not only to delegate this ability to others” (p. 16). In this perspective, citizenship implies a capacity for reflection and analysis that human beings have in the face of situations that manifest themselves in their life and that, in a way, allow the individual to contribute to the transformation of their social context. It is not by chance that the term “citizen participation” also appears in the literature of the region. These are relevant concepts for the analysis of participation in public spaces (HUERTA, 2009; RIZZINI, 2018).

In Brazil, initiatives related to this particular topic are still scarce, including within the scope of Councils for the Rights of Children and Adolescents at municipal, state and national levels, despite the encouragement of the National Council for the Rights of Children and Adolescents (CONANDA). Since 2013 CONANDA has sought to encourage the participation of children and adolescents in rights based councils having approved Resolution No. 159, of September 4, 2013, which “provides for the process of participation of children and adolescents in the sphere of discussion related to the rights of children and adolescents in accordance with Strategic Objective 6.1 of Axis 3 of the Ten-Year Plan for the Human Rights of Children and Adolescents - PNDDCA”.

However, in Brazil and in most countries, effective participation, where children, adolescents and young people act as protagonists, still remains in the sphere of rhetoric. The present bibliographic database can contribute to reduce the gap between theory and practice. We believe that it is essential to deepen the debate on the topic, seeking to discover the existing forms of participation and to propose alternatives to enhance actors and strategies that offer visibility to the demands and mobilization of children, adolescents and young people, in order to strengthen a rights-based culture.


Bibliographical References

ACERO, Misael Tirado; AYALA, César Oliveros. 2011. Los derechos de la niñez: el paradójico contraste entre validez y eficácia. IUSTA, n.34, p.183-199. 

BRASIL. PRESIDÊNCIA DA REPÚBLICA. Lei nº 8.069, de 13 de julho de 1990. Dispõe sobre o Estatuto da Criança e do Adolescente e dá outras providências. Disponível em: Acesso em: 2 de julho de 2020.

BRASIL. CONSELHO NACIONAL DOS DIREITOS DA CRIANÇA E DO ADOLESCENTE (CONANDA). Resolução nº 159, de 04 de setembro de 2013. Dispõe sobre o processo de participação de crianças e adolescentes nos espaços de discussão relacionados aos direitos de crianças e adolescentes em conformidade com Objetivo Estratégico 6.1 do Eixo 3 do Plano Decenal dos Direitos Humanos de Crianças e Adolescentes – PNDDCA. Disponível em: Acesso em: 2 de julho de 2020.

CABALLERO, Rafael (2008). “El derecho político a la participación y su relación con los derechos de la infancia”. Tesis de maestría en Ciencias Políticas. México D.F.: Facultad Latinoamericana de Ciencias Sociales.

CONTRERAS, Claudio Gonzalo & PÉREZ, Andrés Javier. Participación invisible: niñez y prácticas participativas emergentes. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 9(2), 811-825, 2011.

CUSSIANÓVICH, Alejandro. Protagonismo, participación y ciudadanía como componente de la educación y ejercicio de los derechos de la infancia. En A. Cussianóvich (Ed). Historia del pensamiento social sobre la infancia. Lima: Universidad Mayor de San Marcos, 2013. 

GALLEGO-HENAO, Adriana María. Participación infantil. Historia de una relación de invisibilidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventudv.13, n.1, pp. 151-165, 2015.

HUERTA, Juan Enrique. Formación Ciudadana y Actitudes Hacia la Participación Política en Escuela Primarias del Noreste de México. Investigación, v.14, n.40, p. 121-145, jan-mar, 2009. 

INSTITUTO INTERAMERICANO DEL NIÑO, LA NIÑA Y ADOLESCENTES (IIN). “La participación de niños, niñas y adolescentes en las Américas”, 2010. Disponível em: 20-anos-de-la-Convencion.pdf. Acesso em: 2 de julho de 2020.

JAMES, Allison. Conceitos de infância, Criança e Agência. Rio de Janeiro: PUC-Rio. Programa de Pós-Graduação em Serviço Social. O Social em Questão, nº 21, p.45-60, 2009.

PAVEZ, Soto Iskra (2012). “Sociología de la infancia: las niñas y los niños como actores sociales”. Revista de sociología 27: 81102. Disponível em: Acesso em: 12 de agosto 2019.

ORGANIZAÇÃO DAS NAÇÕES UNIDAS (ONU). Convenção dos Direitos da Criança, 1989. Disponível em: Acesso em: 2 de julho de 2020.

RIZZINI, Irene; TISDALL, K. (Org.). Participação infantil e juvenil: perspectivas internacionais. Rio de Janeiro: PUC-Rio. Programa de Pós-Graduação em Serviço Social. O Social em Questão, nº 27, 2012.

RIZZINI, Irene. O direito à participação de crianças e adolescentes em espaços públicos. Congresso Americanistas. Salamanca: Universidade de Salamanca, Espanha, 2018.

SARCOSTTI, El derecho de participación en la niñez: alcances y desafíos para la investigación socialRevista del CLAD Reforma y Democracia, n. 62, Jun, 2015.


Research Team


Irene Rizzini (Professor at the Social Service Department at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio) and Director of CIESPI in association with PUC-Rio)


Renata Mena Brasil do Couto

Mônica Figueiredo

Caroline Araujo


Mariana Menezes Neumann

International partnerships:

Tara Collins (Toronto Metropolitan University, Canadá)

Kay Tisdall (University of Edinburgh, Escócia)
Lucy Jamieson (University of Cape Town, África do Sul)

Laura Wright (International Institute for Child Rights and Development, Canadá) 

Monica Ruiz-Casares (Mcgill University, Canadá)

Ricardo Fletes (Universidad de Guadalajara, México)

Education in Early Childhood (2015-2021)


The bibliographic data base “Education in Early Childhood” is a product of the project Safe, Inclusive Participativa Pedagogy (SIPP): Improving Early Childhood Education. The project was developed with the support of the UK Global Challenges Research Fund and was coordinated by professor Kay Tisdall of the Moray House School of Education at the University of Edinburgh. In Brazil, the project was coordinated by professor Irene Rizzini of the Department of Social Work at PUC-Rio and president of CIESPI at PUC-Rio. Other participating organizations are the University of Cape Town in South Africa, the University of Eswatini, and the University of Bethlehem in Palestine. The goal of the project is to contribute to debates, policies, and actions on the theme, enlarging the educational opportunities of young children living in contexts of vulnerability. 


Methodological considerations      

The first decision was to establish criteria for the selection of texts to be included in the data base. We chose to include Brazilian academic work, available online and published between 2015 and 2021. We concentrated our search on work in the two sites Periódicos da Capes and Scielo given their prominence as key research indexes in Brazil.      


Given the large volume of texts devoted to early education, we confined our search to articles related to formal education or those which treated early education as the first stage of basic education. For this reason, we excluded articles which dealt with non-school based education despite being aware of the educational potential of non-school based spaces such as homes, museums, outdoor areas, and health and social assistance organizations.  

We started the search with the descriptors early childhood and education which broadly cover the theme of the project. The Brazilian Framework Law for Early Childhood defines early education as the period which covers the first six years of life or seventy-months (Law 13.257 of 2016). 

Our initial scan produced 542 articles on education in early childhood by the criteria we established. After the exclusion of duplicate articles and careful consideration of the remaining articles we selected a total of 446 articles for this data base. 

A brief analysis of academic work on Early Childhood

References to the early years of life as a distinct social phenomenon can be encountered from the 18th century. However, studies about the institutionalization of the concept of early childhood appear in the 1990s and 2000s which are seen as decisive years for the understanding of this stage of life (PENN, 2011; TAG, 2012; WOTIPKA ET AL, 2017). 


This is also true in Brazil. (ROSEMBERG, 2009; SILVA, 2018; TERRA, 2021). It was in this period that early childhood began to creep into the national agenda receiving more attention from the academy, non-governmental and governmental organizations. An important result of this process was the passage of the Framework Law for Early Childhood (2016). 


Before this, struggles of social movements, the Federal Constitution of 1977, the Statute of the Child and the Adolescent (1990) and the Law of Guidelines and Bases (1996) were fundamental for understanding that early childhood education was a human right for young children (KRAMER, 2011). This recognition was also propelled by transformations in the capitalist economy and by the entry of women into the world of work. 

According to the 1996 law, early childhood education has as its goal, the full development of the child to the age of 5 in its physical, psychological, intellectual and social aspects supporting the actions of the family and the community. It was composed of early childhood learning centers for children up to three years old and preschool for those aged 4 and 5. While the provision of early childhood learning centers was deemed a duty of the state, basic education in preschool is obligatory. 


Looking at our collection of articles we can see that the debate intensified over time. The number of articles went from 18 in 2015, 48 in 2016, 69 in 2017, 98 in 2018, 84 in 2019, 69 in 2020 and 60 in 2021. We noticed a large increase after the passage of the Framework Law for Early Childhood in 2016. 


A number of themes emerge from the analysis. A majority of texts understand early childhood education as a place devoted to the development of young children. They touch on the history of education and the development of early childhood education as a right for children and families. Several authors point out the importance of the social struggles in this process, the impact of the National Plan for Education and the New Base for the National Common Curriculum. They also point to the creation of the right for access to early childhood education centers bearing mind the insufficient number of slots and the high demand for enrollment. 


The texts also point to using a Foucauldian perspective and the influence of such international organizations as UNESCO, UNICEF, and the World Bank in Brazilian early childhood education. 


We also found a large number of articles that look at early childhood education from perspective of the training and performance of teachers. These include the themes of the knowledge and practices of teacher, the different roles they assume with the children, in school, and together with the families, and the status and profile of the profession. In respect to the last topic there is a debate about the dominance of women in the profession and the situation of the male teacher in early childhood education that deal with the importance of physical education for young children, methods and practices and its important for the development of young children. 


In the last several years, there has been an increase in the number of articles on physical education, and its methods and practices of pedagogy 


The theme of inclusion of children with disabilities and their access to school has been emphasized in recent years. The discussions include the place of such children in early childhood education and the need for pedagogical practices that stimulate the participation of those with learning difficulties. 


The importance of play and toys is another common theme. The importance of playfulness among the children and with their teachers, play as a right, as practical pedagogy and the importance of culture and training for life are included. Many of the articles use the theories of Lev Vygotsky to discuss this theme.  


Since the beginning of the Covid-19 epidemic and the suspension of classes there have been articles on the topic including the policy responses and the challenges of remote teaching for children, parents and teachers.   



KRAMER, Sonia. Direitos da criança e projeto político-pedagógico de educação infantil. In: BAZÍLIO, Luiz Cavalieri; KRAMER, Sonia. Infância, educação e direitos humanos. 4. ed. São Paulo: Cortez, 2011, p. 59-92.

PENN, Helen. Travelling policies and global buzzwords: how international non-governmental organizations and charities spread the word about early childhood in the global south. Childhood, Trondheim, v. 18, n. 1, p. 94-113, feb. 2011.

 ROSEMBERG, Fúlvia. Crianças pequenas na agenda de políticas para a infância: representações sociais e tensões. In: PALACIOS, J.; CSTAÑEDA. E. (Org.). A Primeira Infância (0 a 6 anos) e seu futuro. Madri: Fundação Santillana, 2009, p. 49-62. 

SILVA, David Moisés Felismino da. A produção do cidadão: políticas públicas para a Primeira Infância no Brasil. 2018. 195 f. Dissertação (Mestrado) - Curso de Ciência Política, Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. Universidade de São Paulo, São Paulo, 2018.

TAG, Miriam. Universalizing Early Childhood: history, forms and logics. In: IMOH, Afua Twum-danso; AME, Robert (orgs.). Childhoods at the Intersection of the Local and the Global. Londres: Palgrave Macmillan, 2012. p. 34-55.

TERRA, Carolina. Construção social da Primeira Infância e sua priorização na agenda pública brasileira. Rio de Janeiro, 2021. 138p. Dissertação (Mestrado) - Departamento de Serviço Social. Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro, 2021.

WOTIPKA, Christine Min et al. The Worldwide Expansion of Early Childhood Care and Education, 1985–2010. American Journal Of Education, Chicago, v. 123, n. 2, p. 307-339, feb. 2017.

Read more about the publications of the project here.

To learn more about the project, click here

The CIESPI team:

Project coordination in Brazil: Professor Irene Rizzini, PUC-Rio and CIESPI president

Executive coordinator: Maria Cristina Bó

Coordination of the bibliographic data base: Irene Rizzini and Renata Mena Brasil do Couto

Researcher: Carolina Terra 

Support and partners in the project Safe, Inclusive Participativa Pedagogy (SIPP): Improving Early Childhood Education 

The support of the Economic and Social Research Council (ESRC) is gratefully acknowledged.