Thesis
Caracterización de los procesos de formación de los agentes educativos desde la política pública para la primera infancia en los jardines infantiles privados del municipio de Pereira
Registro en:
Autor
Palacio Arias, Windy Tatiana
Institución
Resumen
El presente proyecto tuvo como propósito caracterizar los procesos de formación de los agentes educativos desde la Política Pública para la Primera Infancia en los jardines infantiles privados del municipio de Pereira, con relación a los discursos y prácticas implementadas para la atención integral a la Primera Infancia. El proceso investigativo estuvo enmarcado en un enfoque cualitativo, el cual tuvo como objetivo la descripción de las cualidades de un fenómeno desde las múltiples miradas y perspectivas de los actores que interactuaron con la realidad estudiada. Para el proyecto se optó el estudio de caso como diseño metodológico, método que permitió responder al cómo y al por qué de las intervenciones pedagógicas de los agentes educativos de primera infancia.
Para caracterizar los procesos de formación se analizaron categorías, tales como: experiencias significativas, Primera Infancia, Política Pública, tendencias o modelos pedagógicas y procesos de formación. La unidad de trabajo estuvo compuesta por 15 agentes educativos, pertenecientes a 4 Jardines infantiles privados, para la recolección de la información se utilizaron técnicas como la observación no participante y la entrevista estructurada. This project was aimed to characterize the processes of formation of educators from the
Public Policy Early Childhood private kindergartens in the municipality of Pereira, in relation to the discourses and implemented comprehensive care for early childhood practices. The research process was framed in a qualitative approach, which aimed at the
description of the qualities of a phenomenon from multiple views and perspectives of the
actors interacted with the reality studied. For the project as a case study methodological
design method that allowed to answer the how and why of educational interventions for
early childhood educators chose. Meaningful experiences, Early Childhood Public Policy, trends or pedagogical training models and processes: To characterize the formation processes of categories such as were analyzed. The work unit was comprised of 15 educators, belonging to 4 Kindergartens private, for data collection techniques were used as non-participant observation and structured interview. The research findings confirm that the formation processes of educational agents of private kindergartens allow them to incorporate meaningful experiences and often
involve the governing activities. Catalyzing attached to the exercise of citizenship and
participation activities in particular situations and spaces that have adequate availability as healthy and safe environments, so that it generates in children hospitable conditions for the full development of both performance and biological, emotional and cognitive consolidating a comprehensive approach to early childhood, though even that care consistent with various aspects set forth in Public Policy for Early Childhood, you can
determine that the intervention is done unintentionally for implementation, since agents educational unaware of the technical and conceptual foundations underlying this policy;
Likewise it is evident that agents conceive early childhood as an enabling step for
multidimensional development through exploration and discovery in this regard are
recognized as rights, and that the bases are acquired to respond with relevance to social
changes that influence their development seeking to meet their needs and although most
of its practices are part of pedagogical models based on constructivism and active school
from their conceptions and discourses base their educational practice in the eclecticism.