ABSTRACT
This paper presents the results of doctoral research on early childhood education in the region of Emilia-Romagna, Italy, which develops public policies that support its education system from 0 to 6 years old, in addition to progressive pedagogical practices. The research is a case study with a qualitative approach, documental analysis, and theoretical support of historical-dialectical materialism. Ten-month fieldwork was also carried out in Italy. It was concluded that the social struggle and the left-wing administrations were important for the advances in early childhood education in the region. However, the non-guarantee of the right, the duty of the State, and the free care in the 0-3 year-old range prevents access of all children to education, being the main challenge to be overcome by the government.
Keywords
Child education; Emilia-Romagna; Social participation; Public policy; Democracy