Los procesos de socialización de las niñas y los niños, mediados por la literatura y el relato autobiográfico

Abstract

This research is oriented within the pedagogical framework of Subjectivities, Diversity, and Aesthetics, proposed by the Bachelor's Degree in Early Childhood Education at the Francisco José de Caldas District University, which proposes an approach to diversity to understand and identify part of the socialization processes of girls and boys in Pre-kindergarten and Transition 2 at the Tabora School (IED) in the city of Bogotá. Based on constant inquiry throughout the development of the research project, the aim is to observe the different realities of childhood, recognizing diversity within the same territory, such as the educational institution, and to identify the processes through which children form bonds and interact with each other, giving an important role to self-recognition and communication processes. Three main categories stand out during this process: the first is the socialization processes in girls and boys, allowing us to recognize the different ways in which human beings try to communicate and make themselves visible in their environment; next is children's literature, considered one of the four guiding activities of early childhood, which is a fundamental tool for research into their integration processes; Finally, autobiographical storytelling is considered an approach to students' perceptions, routines, and experiences. Recognizing each socialization process allows children to appreciate and value the plurality of ideas, customs, and ways of life, contributing to their understanding of the world and its diverse ways of inhabiting it, taking into account that these are processes of constant change due to society, contexts, and personal interests, to such an extent that it contributes to the construction of identity both collectively and individually. The first chapter prioritizes the characterization of both the educational context and the children in Pre-Kindergarten and Transition 2, based on inquiry and observation to establish the problem, allowing for the construction of the objectives that guide the research process and pedagogical planning (see Annex L), in addition to highlighting the relevance of this research proposal. The second section reflects the results obtained from the informative bibliographic mapping, with the aim of highlighting the importance of delving deeper into a specific topic, in this case the processes of socialization in childhood, emphasizing that this method gives rise to the research categories and authors as theoretical support for what is proposed in the theoretical framework, providing a pedagogical approach and guidance for further study. Thirdly, the methodological design is presented in relation to the techniques and instruments used to collect data, as well as the creation of pedagogical proposals in three phases (recognition of oneself, others, and the environment). The fourth section then presents the systematization of the information obtained in relation to the research question, experiences, objectives, and grounded theory. This leads to a discussion of the results, based on the categories proposed at the outset, as well as identifying those that are emerging and recurring, analyzing the data found using first, second, and third-order matrices. Finally, reflections, conclusions, and lessons learned are presented, based on the objectives focused on children and future teachers in training.