Imaginarios sociales sobre educación física y la práctica docente en el preescolar

Abstract

This research shows a group pre-school teachers social imaginaries have on physical education in Institución Educativa Distrital Venecia, also its incidence on pedagogical practices within the educational space. In order to approach the study of the social imaginaries, the conceptual references and the methodological proposal the research INFANCIAS group of the Francisco Jose de Caldas University have been developing in their researches and have given epistemological support to the Emphasis History, Imaginaries and Representations Social Childhood. From this perspective the social imaginaries are considered creative forces of the social and individual world, they are constitutive of the society and they determine the social action of each one of the subjects in a particular time; therefore, are produced, anchored and unveiled through language as the symbolic space of creation of the human being. In this way, the methodology that guides the process of inquiry is located in the qualitative paradigm with an interpretative approach, making use of information gathering techniques such as non-participant observation and semi-structured interview. In this way, inquiring about the imaginary meanings of preschool teachers about physical education, allowed us to first unveil the way they think, feel, represent and act with children. The second one, to give an account of the way in which they have dealt with the corporal dimension and the role that for them this dimension of human development plays in the integral formation of children in the school context. Likewise, a reflection was made on pedagogical practices, curricular contents, teaching strategies and the very importance of the area of physical education in the framework of pre-school education.