Right to Participation Educational Practices: Babies Yes, Liabilities No

Abstract

Educational practices that ensure child participation as a child's right is a complex challenge for teachers who work in Early Childhood Education, especially in the babies group. This bibliographical study proposes to contribute to the discussions in the area, seeking evidence about the nuances that emerge from the education practices carried out with babies in the context of formal and collective care at the institutions, in order to reflect on the limits and possibilities practices aimed at ensuring participation as a right. The concept of a curriculum that guides the practices, the contexts of children's lives outside the educational institution, the articulation between the actions of educating and caring, and the complex subtlety required for teaching work carried out with babies make up the set of nuances discussed to seek evidence of how educational practices can be carried out in light of the right to child participation. As final conclusions it is highlighted that, given the specificities and subtleties that permeate the education of babies, it is necessary that at all times the adults involved in the process question themselves about how they exercise their practices, about what conceptions guide their actions, about how they plan and enable the participation of babies in their daily lives, in order to build an educational practice forged with them and not just for them.