Imaginarios sobre infancia de un grupo de docentes en un jardín infantil público y su resignificación, desde una herramienta pedagógica digital

Abstract

The research was carried out in a public kindergarten attached to the Secretariat of Social Integration, with a group of teachers who exercise their professional role with early childhood, in initial education, whose ages range between one and three years of age. The social imaginaries of the teachers were explored through the theory of the imaginaries of the sociologist philosopher Cornelius Castoriadis, unraveling their social imaginary meanings through representations, desires, feelings and actions, investigating whether these influence or have any impact on their pedagogical practice. The study is framed in the emphasis of History, Imaginaries and Social Representations of Childhood, belonging to the Master's Degree in Childhood and Culture of the Francisco José de Caldas District University. From the role of coordinator and teacher within the kindergarten and participant in its daily dynamics, in the relationship that is woven with the boys and girls, what they say and do with them, and their different expressions and feelings in the monthly pedagogical meetings, the question that prompted this research arose: What are the social imaginings about childhood that the teachers of a public kindergarten have and if these affect their pedagogical practice? It was investigated how the teachers weave the relationship with the boys and girls and how this is reflected in their practices and discourses, a relationship that is mediated by their own childhood experience, by the institutional demands that the entity gives and their own experience in the classroom with the boys and girls. To answer this question, the qualitative research paradigm was adopted, from an interpretive approach, from the IAP methodological strategy, from the techniques of documentary analysis, semi-structured interview and observation; Exploring the life stories of teachers and their behaviors, collecting their stories and descriptions, using various instruments and analyzing them in the context in which they arose. What was called an avatar of childhood was constructed, which mediated the development of the workshops that were implemented with the teachers. The findings reveal social imaginaries rooted in the personal experiences of the teachers, as well as those derived from their professional training and those that emanate from the professional experience with children in these spaces, which are built and are crossed by standards and guidelines that regulate the entity. According to Castoriadis' theory, these are categorized as instituted, that is, inherited from social traditions and shared between generations. However, instituting imaginaries also emerged, which made visible some transformations in the way they conceive and relate to childhood, thus configuring a new concept that is installed as micro resistances that contributed to some medium transformations in their practice, behaviors and ways of conceiving childhood and their caregivers. It was evident that in the exercise of their practice, the teachers permanently move in these imaginaries, they come and go, influencing them their own childhood experience, that provided by the classroom, the technical line of the entity, the relationship they weave with the parents and with the kindergarten coordinator.