Identidad y cuidado : fortaleciendo la colectividad en la primera infancia mediante una propuesta pedagógica que vincula las expresiones artísticas y la literatura infantil

Abstract

This work was carried out within the framework of the pedagogical practice of the research line "Subjectivities, Diversity, and Aesthetics." It arose from observation and an interest in exploring, through research, a problem that emerged during the practice, leading to a pedagogical proposal aimed at addressing the developmental processes of children. The report details the strengthening of collective identity through care in the preschool class 1 at Tabora IED School. This is based on a pedagogical proposal that integrates artistic expressions and children's literature as mediators in the process of constructing collective identity and care practices. The first chapter describes the school context and, specifically, the group of participating children from a problem-posing perspective, which leads to the research question. It also outlines the general and specific objectives that guide the project. The second section presents the results of a bibliographic and informational mapping to establish the research's relevance. It also revisits various authors and their theoretical contributions to support the established categories: collective identity, from Alberto Melucci's perspective; care, based on Leonardo Boff's ideas; and artistic expressions and children's literature, as presented by the Ministry of National Education. Furthermore, it establishes the pedagogical framework that guides and gives meaning to the proposed intervention and, finally, conceptualizes the child-centered approach. The third chapter outlines the methodological design, the structure that positions the qualitative, descriptive-analytical approach and action research method in work education; it also includes the conceptualization of the data collection techniques and instruments that proved relevant to the project context; and it presents the proposed pedagogical intervention, strategies, and phases. Chapter four presents the systematization of experiences and grounded theory as elements for analyzing the results in relation to the stated objectives. Chapter five discusses the results based on the configuration of six emerging categories. The first four arise from recurring data: recognition and perception of the "self" aimed at observing others; care and its pervasive essence in children's daily lives; collectivity, being and living with others; and artistic expressions and literature as a setting for representing an individual and collective image. The last two categories are established in relation to data divergences: the school as a setting for community building; and symbols that shape a sense of belonging and community ties.