Drifts and Legacies in Early Childhood Education in Argentina (1976-1983)

Abstract

This paper explores the ways in which authoritarian practices were reflected in teaching practices in Argentine kindergartens during the last military dictatorship, from 1976 to 1983. It seeks to recover traces of the disciplining that took place and review curricular guidelines whose echoes are still present in early childhood education classrooms. It seeks to investigate how these practices construct meanings that shape the discourses to which we are heirs. The investigation combines documentary analysis of primary sources with testimonies recovered from various interviews with the main protagonists of the period and those who served as teachers in subsequent years. This article is part of a research project in Pedagogy and History of Early Childhood Education that promotes a deeper understanding of the ways in which pedagogical discourses are constructed throughout Argentine history.