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Previous issue date: 2013-05-09 === The Childhood Education, which is marked by the struggles of social movements for the children?s rights and guarantee these rights in the Brazilian legislation of the past decade, gains in academic political social visibility, obstructed before. Its importance has been the focus of many national and international researches. However, it is still necessary to discuss, in depth, the various childhood and kindergarten facing different audiences. In this research, childhood education in the rural area population/rural understood as Childhood Education Field, has become the object investigated. So this study intends to investigate and map the scientific productions in childhood education and Childhood Education rural in the decade of 2002-2012, a period that marks politics Childhood Education and rural Education. Therefore, the problem is questioned: After a decade, since the determination of the Operational Guidelines for the Childhood Education (CNE/CEB N? 04/00, February 16, 2000) and Rural Education (CNE/CEB N? 1, April 3, 2002) where is the visibility of children in the rural politics Childhood Education (EIC) in scientific production in the decade of 2002 to 2012? Therefore, we chose as the methodological basis the art state (ENZ E ROMANOWSKI, 2006; FERREIRA, 2002), with the objective is to effect the balance of researches in this area. The sources chosen to find this scientific productions were databases of reference in the rural educational: the National Association of Graduate Studies and Research in Education (ANPEd), Coordination for the Improvement of Higher Education Personnel (CAPES) and Scientific Electronic Library Online (SCIELO). To qualify the debate, this text is organized into six dissertative chapters. The first consists of the introductory discussion of the theme. The second chapter, entitled ?A methodological approach: the state of art" presents the methodological option, the sources and categories of research. The third chapter "Politics of Education area: another paradigm for the Rural Education" situates the debate of Education area based on studies Munarim (2006), Fernandes (2006) and Souza (2008). The fourth chapter, "Childhood Education area: a necessary politics" discusses the political career of the Childhood Education, as well as on the integration of this Education area in the politics education nowdays based on theoretical research of Silva, Pasuch and Silva (2012), as well as national documents such as DOEBEC (2002) and Resolution CNE / CEB n ? 2, 2008. The fifth chapter, "The childhood and Childhood Education area in scientific production: research findings" contained in the data analysis, with the results of the research found. The sixth chapter "Research in EIC and its themes announced in interface analysis" consists of the analysis of the texts surveyed and their themes. Finally, the seventh and final chapter, with the final considerations. As a result of this study, it was found that the area of Childhood Education needs urgently for more research that qualify its discussion. === A Educa??o Infantil, etapa educacional marcada pelas lutas dos movimentos sociais aos direitos da inf?ncia e garantia destes direitos nas legisla??es brasileiras da ?ltima d?cada, ganha, no meio acad?mico e sociopol?tico, uma visibilidade, antes obstru?da. Sua import?ncia tem sido foco de variadas pesquisas nacionais e internacionais. Entretanto, h? ainda que se discutir, com mais profundidade, as diversas inf?ncias e Educa??o Infantil voltada para p?blicos diferenciados. Nesta pesquisa, a Educa??o Infantil voltada para a popula??o do campo/ da zona rural, entendida como Educa??o Infantil do Campo, se constituiu no objeto investigado. Deste modo, o presente trabalho se prop?s a investigar e mapear as produ??es cient?ficas educacionais em inf?ncia e Educa??o Infantil do Campo na d?cada de 2002-2012, per?odo que demarca as pol?ticas de Educa??o Infantil e de Educa??o do Campo. Para tanto, tem como problema a seguinte quest?o: Passada uma d?cada desde a delibera??o das Diretrizes Operacionais para a Educa??o Infantil (Parecer CNE/CEB n?04/00, 16 de fevereiro de 2000) e de Educa??o do Campo (Resolu??o CNE/CEB n? 1, de 3 de abril de 2002), qual a visibilidade da inf?ncia no/do campo e da pol?tica de Educa??o Infantil do Campo (EIC) nas produ??es cient?ficas na d?cada de 2002-2012? Para tanto, optou-se como base metodol?gica o Estado da Arte (ROMANOWSKI E ENZ, 2006; FERREIRA, 2002), com o objetivo de efetivar o balan?o das pesquisas neste campo de conhecimento. As fontes escolhidas para efetivar a busca das produ??es cient?ficas foram bancos de dados de refer?ncia no campo educacional: a Associa??o Nacional de P?s-Gradua??o e Pesquisa em Educa??o (ANPEd), Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) e Scientific Eletronic Library Online (SCIELO). Para qualificar o debate, o presente texto dissertativo est? organizado em sete cap?tulos. O primeiro consta do debate introdut?rio da tem?tica. O segundo cap?tulo, intitulado ?A abordagem metodol?gica: o Estado da arte? apresenta a op??o metodol?gica, as fontes e categorias da pesquisa. O terceiro cap?tulo ?A pol?tica de Educa??o do Campo: um outro paradigma para a Educa??o Rural? situa o debate da Educa??o do Campo, com base nos estudos de Munarim (2006), Fernandes (2006) e Souza (2008). O quarto cap?tulo ?Educa??o Infantil do Campo: uma pol?tica necess?ria? discorre sobre o percurso pol?tico da Educa??o Infantil, bem como sobre a inser??o desta com a Educa??o do Campo nas pol?ticas educacionais atuais, tendo como base te?rica as pesquisas de Silva, Pasuch e Silva (2012), bem como documentos nacionais, como a DOEBEC (2002) e Resoluc?o CNE/CEB n?2 de 2008. O quinto cap?tulo ?A inf?ncia e a Educa??o Infantil do Campo nas produ??es cient?ficas: os achados da pesquisa? consta da an?lise dos dados, com os resultados das pesquisas encontradas. O sexto cap?tulo ?As pesquisas em EIC e suas tem?ticas anunciadas em interface de an?lise? consta da an?lise dos textos pesquisados e suas tem?ticas. Por fim, o s?timo e ?ltimo cap?tulo, com as considera??es finais. Como resultado deste trabalho, verificou-se que a ?rea de Educa??o Infantil do Campo carece, com urg?ncia, de mais pesquisas que qualifiquem seu debate.
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