El cuidado de sí y el cuidado del otro : Narrativas autobiográficas para el fortalecimiento de vínculos afectivos

Abstract

This research was conducted within the framework of the research line “Subjectivities, Aesthetics and Diversity” of the Bachelor’s Degree in Early Childhood Education at Universidad Distrital Francisco José de Caldas. The study aims to promote self-care and care for others among first-grade girls at Liceo Femenino Mercedes Nariño through a pedagogical strategy based on autobiographical narratives. It emerges in response to socio-affective challenges observed during the teaching practicum, such as aggression, emotional disconnection, and weak interpersonal bonds. The pedagogical proposal is grounded in theoretical frameworks by Foucault, Gilligan, Tronto, and Toro, emphasizing care as an ethical, political, and emotional practice. The implementation focuses on ludic and creative activities to stimulate the expression of experiences and strengthen affective ties. The strategy promotes the development of empathy, reflection, and self-recognition among students by validating their narratives and encouraging collective responsibility. The project contributes to rethinking school practices from a feminist and inclusive perspective, challenging patriarchal conceptions of care and fostering spaces where girls are recognized as active agents of transformation. The results underscore the importance of integrating children's voices into educational processes to cultivate more empathetic and human learning environments.