Imaginarios sociales sobre infancia que tienen las docentes de los grados Jardín y transición y su incidencia en la comprensión de la política pública de primera infancia, el lineamiento pedagógico curricular y el desarrollo de sus prácticas pedagógicas.

Abstract

The following research presents an inquiry exercise, analysis and interpretation that kindergarten teachers and school directors have about childhood in the field of social imaginaries. This is developed in the public school Francisco Primero in order to know its impact in the understanding on early childhood public policy, the curricular and pedagogical guideline for early education and the development of their pedagogical practices. This work is addressed from the qualitative paradigm, with a phenomenological approach that aims to understand some situations from the perspective of the participants. The research is organized in three phases. Phase1. Investigation of background information on social imaginaries relate to childhood and the construction of the conceptual framework by categories of analysis (childhood, culture, development, childhood public policy) Phase 2. Construction of the methodological route and application of research techniques, interview, target group, pedagogical lesson plans, revision and text analysis) Phase 3. Information organization, analysis, interpretation and conclusions. The research allows to reveal eight childhood imaginaries that are interpreted from personal, formative and practical pedagogical experiences of participants. It is concluded that these personal and professional experiences from the teachers influence the construction about the imaginaries about childhood of each one. This is the reason why some imaginaries instituted throughout history are maintained even in cultural and social changes. This affects determinedly in their being and acting, on their personal and professional practices defining the way of interact with children. Based on these understandings, it is possible to reflect on the professionals’ need to assume and appropriate policy approaches, reformulate practices, propose alternatives that promote an education and 6 comprehensive care in early childhood, in order to enable future transformations that guarantee the rights of children.