Vol. 30 No. 1 (2021): The Future of Childhood Today

Professional development is an unavoidable requirement and, therefore, it is necessary that this process is capable of generat the transformation of the practice of educators, as co-responsible for the operationalization of the educational project of each institution, as well as "co-authors" of the present of the future of Early Childhood Education. The (re)configuration or transformation of practices, in turn, requires the use of strategies that presuppose the effective and enriching development of theoretical-practical interaction processes that enhance reflection (about what is done, how it is done, because what are the results of what has been done, why these results and how to improve them). This new way of understanding teaching practice is based on an attitude of inquiry, supported by theoretical references for analysis, by the desire to know better and act better, and also by mastering the appropriate methodologies.

The current demands in the context of Early Childhood Education imply a search for answers to essential aspects that constitute challenges to the exercise of professionalism, namely, the involvement of different partners in educational dynamics, the diversity of institutional contexts in which the educational act takes place and the demands of its communicational and intentional nature.
The wide network of interactions for which the educator is responsible: interaction with children, families, other professionals, local and community authorities, requires a social and ethical commitment.
In this context, it is important to identify educational practices, projects, investigations that (re)equate the present of the future of Childhood Education, taking into account several questions: What conceptions and dilemmas in the training of Early Childhood Educators? What actors/partners for early childhood education? The future of early childhood education: what challenges? What practices encourage child participation and active citizenship? How to design and implement differentiating educational practices and environments? How to interpret early childhood: caring/educating/playing? How to implement pedagogical innovation and inclusive practices? And the locus of Early Childhood Education: what limits? And childhood development and learning: what dynamics?
With the motto of this necessary reflection, the Childhood Week was organized (May 24 to 28, 2021) aiming to: Put into perspective the future of Childhood Education from the current cultural and social contexts | Promote synergies between research and practice | Enable opportunities for pedagogical innovation.