“…In schools in settlements of landless rural workers around Brazil, teachers are respecting children as creative agents of their own development (Rosseto 2018). Small ECEC units along the rivers in northern Brazil(Teixeira 2014) are achieving levels of quality that amaze visitors from the south who assume that rich southern states have better quality in ECEC. Schools in Mexico and Brazil are developing policies to welcome migrant children and their families (Díaz 2017; Hernández 2017; UNESCO/SME 2020) and schools in poor areas are using art to rescue children from violence and social exclusion(Farias and Mello 2010;Sierra 2010).…”