ABSTRACT:
The article results from two ethnographic researches with children, carried out in public contexts of Early Childhood Education and aims to analyze the relations between the dimensions of care, gender and generation, from the theoretical framework corresponding to the main references used in the researches, based on perspectives of the Social Studies of Childhood, in dialogue with Social Theory. The confrontation between theory and empirical studies allowed the emergence of categories and thematic axes that configured the results of their analysis, circumscribed in the educational relationships with children. The analysis resulting from the dialogue between the two researches (BUSS-SIMÃO, 2012; LESSA 2019) announces the categories generational relations (LESSA, 2019); ‘generationing’ processes; generational order (ALANEN, 1994; 2001; 2012); gender boundaries; neutralization (THORNE, 1993), and; inter and intragender relations (KELLE 1997, 1999, 2000) as important contributions to the critical analysis of the educative-pedagogical practice in Early Childhood Education.
Keywords:
Early Childhood Education; generational processes; gender relations; care; children