Resignificación de la concepción sobre primera infancia: praxis y pertinencia en la educación inicial
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Fecha
2022
Autores
Gutiérrez Bermúdez, Adry Sofía
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Comprender la primera infancia, arraiga el sentido generacional de la humanidad, los niños y
niñas son el alma de la sociedad, son el motor que impulsa la vida en todas sus dimensiones,
ellos individual o colectivamente, representan un reto para la educación del presente.
La investigación se guía por el paradigma histórico hermenéutico para comprender qué lugar ha
ocupado desde la educación la primera infancia en los diferentes momentos de la historia,
pesquisa que finalmente asentaron las bases para la formulación de un objetivo general que
orientó la formulación de una vía de participación, para avanzar desde la escuela hacia un
proceso de resignificación que permita evolucionar las visiones sesgadas y despectivas por las
cuales había y está transitando la primera infancia.
Las lecturas etnográficas, reflejaron las formas tradicionales que se implementan en el aula, una
educación preescolar que retrasa ostensiblemente la creatividad, razón por la cual se optó por
centrarse en un contexto histórico-pedagógico-social, propiciado desde el sentir de la comunidad
educativa y así reflexionar sobre la realidad social, epistemológica y pedagógica del grado
transición para resignificar la concepción de Primera Infancia
Resigning the conception of Early Childhood implied a change in the perception of the educational community, which propitiated, from the reality of the transition degree, a sociopedagogical proposal coherent with the challenges of planetary times, through the Hermeneutical Historical analysis and immersion processes With permanent readings and ethnographic records, generating significant scenarios to identify new forms of understanding, the Early Childhood Public Policies (2007) are a legal reference that does not match the educational context, generating little impact on the transformation required by early childhood education. Presenting dialogic encounters, where the need arose for a pertinent update at a theoretical and practical level, which promoted the participation of Early Childhood in their condition of human being, multidimensional, necessary in an inclusive and dialogic society. The ethnographic readings reflected the traditional forms that are implemented in the classroom, a preschool education that ostensibly delays creativity, which is why it was chosen to focus on a historical-pedagogical-social context, fostered from the feeling of the educational community and thus reflect on the social, epistemological and pedagogical reality of the transition degree to redefine the conception of Early Childhood.
Resigning the conception of Early Childhood implied a change in the perception of the educational community, which propitiated, from the reality of the transition degree, a sociopedagogical proposal coherent with the challenges of planetary times, through the Hermeneutical Historical analysis and immersion processes With permanent readings and ethnographic records, generating significant scenarios to identify new forms of understanding, the Early Childhood Public Policies (2007) are a legal reference that does not match the educational context, generating little impact on the transformation required by early childhood education. Presenting dialogic encounters, where the need arose for a pertinent update at a theoretical and practical level, which promoted the participation of Early Childhood in their condition of human being, multidimensional, necessary in an inclusive and dialogic society. The ethnographic readings reflected the traditional forms that are implemented in the classroom, a preschool education that ostensibly delays creativity, which is why it was chosen to focus on a historical-pedagogical-social context, fostered from the feeling of the educational community and thus reflect on the social, epistemological and pedagogical reality of the transition degree to redefine the conception of Early Childhood.
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Palabras clave
Resignificación, Concepción, Primera infancia, Educación inicial, Resignification, Early childhood, Initial education