Thesis
Caracterización de los procesos de formación de los agentes educativos para la primera infancia desde la política pública infancia en los hogares comunitarios en el municipio de Pereira
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Autor
Lavao Pastrana, Deicy Brigette
Institución
Resumen
El presente documento expone la investigación realizada en hogares comunitarios ubicados en el municipio de Pereira durante el año 2014, cuyo propósito fue caracterizar los procesos de formación de los agentes educativos con base a los lineamientos establecidos en la Política Pública Nacional de Primera Infancia. La investigación está enmarcada en el paradigma cualitativo, que busca interpretar las experiencias de los que participan en un contexto natural, para lo cual se opto por un diseño metodológico de estudio de caso, que se enfocó en el análisis de los discursos y prácticas de agentes educativos encargados de la atención integral a la primera infancia a la luz de sus procesos de formación en a Política Pública de Primera Infancia. La información fue recolectada por medio de la aplicación de técnicas como la entrevista estructurada a 15 agentes educativos y la observación no participante a 3 de ellos. This paper outlines the research conducted in community homes located in the municipality of Pereira in 2014, whose purpose was to characterize the processes of formation of educators based on the guidelines established in the National Policy for Early Childhood. The research is framed within the qualitative paradigm, which seeks to interpret the experiences of those involved in a natural context, for which we opted for a methodological design case study, which focused on the analysis of the discourses and practices of agents educational managers comprehensive early childhood care in the light of their
formation processes in a Public Policy for Early childhood. The information was collected
through the application of techniques such as structured interview to 15 educators and
non-participant observation 3 of them. The scope of this investigation identified the characteristics of the formation processes of
educational agents community homes, as part of the Public Policy on Childhood, for which
they were identified, categorized and interpreted in the light of theoretical and political foundations, emerging categories that support the comprehensive care of children from
first childhood, such as educational experiences that agents considered significant
conception of Early Childhood early childhood public policies, tendencies that underpin
practice the field of early education and finally the formation of educators. The findings indicate that the formation processes of educational agents community homes, do not have the conceptual knowledge about early childhood public policy however, the demonstration of important aspects considered in public policy and strategy of zero evidence like always, the guiding activities, the exercise of citizenship and participation and promote healthy and safe environments, outputs and structuring; likewise evident that agents conceive early childhood as subjects of law, framed in general on aspects of pedagogical models, progressive or activist (new school) and the cognitive model. With regard to training and educational qualifications agents have conceptual gaps in the knowledge of the public policy of early childhood in relation to concepts such as integrated care, subject of law, equity and inclusion goals of early childhood education and conceptual aspects of strategy always zero, as the embodiments, structuring and governing activities at a conceptual level.