EARLY CHILDHOOD EDUCATION FOR LATIN AMERICA UNDER THE PERSPECTIVE OF "DEVELOPING EARLY CHILDHOOD" OF THE WORLD BANK

This study aims to critically analyze Early Childhood Education in Latin America from the perspective of the World Bank's "Developing the First Years" (DFY) initiative. It employs a qualitative approach, and bibliographic and documentary research was conducted, primarily based on data from World Bank documents - and its experts - in recent years. The study reveals how the Bank prioritizes the DFY agenda through social and educational programs for economic development and the (re)production of future human capital, strengthened by the neuroscience discourse. To achieve this, the documents articulate how to develop these legitimized programs as best practices in education, nutrition, and health, decentralized and at multiple levels, i.e., through intersectoral practices with alliances with the private sector. In conclusion, contrary to the Bank's perspective, it is argued that it is essential to Develop Early Childhood based on a critical, emancipatory, and decolonial perspective.