Abstract

Since the return to democracy in Chile, the different governments have promoted an educational policy for social justice. However, there are few post-dictatorship analyzes that investigate justice from early childhood or nursery school education. From a qualitative methodology, Reconceptualist approach and Fraser's theory of social justice, we analyze the themes and types of justice in Early Childhood Education that have been mobilized with the post-dictatorship presidential speeches (period 1990 to 2023). The results show a complex assembly of issues and justices. In these 34 years, Early Childhood Education has been mobilized from three themes: provision, relevance and quality. At the same time, in these themes redistributive justice is predominantly found coexisting with the justice of recognition, while representational justice fragilely emerges. This research invites us to rethink the themes of Early Childhood Education that must be mobilized from presidential speeches, to strengthen social justice that harmonizes the spheres of redistributive, recognition and participatory representation. This is a investigation that makes visible the construction of social justice from early childhood, differentiating and providing the logic of this first educational level.