Cuidado y perspectiva de género en la educación infantil: una propuesta pedagógica que promueva la equidad y el buen trato

Abstract

Thinking about equitable and respectful spaces is an urgent necessity in the country's educational settings, since this ideal aims to ensure that classroom dynamics guarantee the comprehensive development of children free from stereotypes, as well as to promote the recognition of diversity and equity in socialization processes. These transformations are achieved through direct interaction with children based on the development of meaningful experiences that encourage their active participation, highlighting their voices, knowledge, and ideas, and redefining all those social stereotypes that have historically been maintained in the dynamics of coexistence, which include unequal and disrespectful behaviors which limit the ways in which children constitute the ways of existing, coexisting, and developing in community. Therefore, based on observations and direct work with children in the kindergarten and transition grades at Tabora I.E.D School in 2024, this research project entitled ‘Care and gender perspective in early childhood education: A pedagogical proposal that promotes equity and good treatment’ emerged. It is being developed within the framework of educational and pedagogical practice attached to the Subjectivities, Diversity and Aesthetics specialisation of the Bachelor's Degree in Early Childhood Education at the Francisco José de Caldas District University. The following project was carried out using a qualitative methodology in a public school in the city of Bogotá. This methodology allowed us to collect information and experiences from children in a genuine way, observing their perceptions and ways of acting as a community. This pedagogical proposal was implemented through pedagogical experiences that included corpographies, games, reading children's literature, assemblies, etc., as strategies for children to have meaningful experiences in the development of each of the sessions, where their ideas, feelings and notions about care and equity were recognised and transformed. The research objective of this project was developed around the construction of a pedagogical proposal that embraced the gender perspective as an educational approach that guarantees the breakdown of unequal situations, allowing boys and girls to recognise themselves through the development of care practices based on the identification of children's conceptions of the behaviours that “each person should perform”, which made it possible to transform classroom dynamics to promote better coexistence between them. This document consolidates the research process carried out with the children based on the design of a pedagogical proposal focused on self-recognition and recognition of others, promoting caring practices in their daily relationships. To this end, the document is divided into chapters in order to structure the information more clearly, with each chapter summarising a category of information.