Niños y niñas como sujetos de derecho en el aula de grado primero
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This research is a contribution to the discussion about the transformation of the imaginaries and practices around the childhood and its relation with the educative politics. These are analyzed such as imaginary significations and proposals of the discourse of child policy. The speech about child as a Subject of Law are reflected in the teaching practice of the first-grade teachers of three educational institutions for the Bogota rural population. This study was developed in three essential moments. Teacher's imaginaries were explored by interviews and classroom observations through their values, strategies, pedagogical tools and practices associated to Child as Subject of Law. The question has been the elemental tool of analysis, as it makes an essential part of the pedagogical practice and becomes learning and pedagogical strategy to the formation of children as Subjects of Law with autonomy and participation.