El cuidado infantil desde la perspectiva de niños, niñas y maestras del grado jardín en el Colegio Manuelita Sáenz

Abstract

This research looks forward to analyzing and understanding the viewpoints from children and teachers of kindergarten at Manuelita Saenz School in Bogotá, regarding child care. The purpose is to reflect on the role of childcare in the field of development and culture that currently permeate the situation of children in educational and social settings. In this sense, it will try to make visible from their experiences, different meanings about the role of child care in their daily lives, which will allow a contrast between actions and knowledge of both parties and thus establish a dialogue that allows identifying, in perspective of what is instituted and instituted by society, its relevance for the consolidation of spaces of equity and participation. For the present investigation, a route was designed from the qualitative interpretive methodology considering aspects of educational ethnography. Instruments such as workshops and semi-structured interviews were used. The results show that, although an instituted social imaginary about care predominates, there is enormous potential to consider it an instituting force that enables the encounter between subjects in this case the interaction of boys, girls and teachers in the school environment. For both boys and girls and adults, it constitutes a challenge that at the same time should have the will of all social groups to achieve it.