Significaciones imaginarias sobre infancia de padres, docentes y niños del grado transición del colegio Francisco Javier Matiz

Abstract

This research process is orientated towards the comprehension of the imaginary meanings about childhood that parents, teachers and kindergarten students from the Francisco Javier Matiz IED school have, supported from a theoretical and conceptual framework of childhood, culture and imaginary meanings as nuclear references to address life experiences and relations, among other elements that have influence in the comprehension of childhood from its cultural diversity. The methodological approach and design is focused in a qualitative and interpretative perspective; through information gathering instruments such as semi-structured interviews and workshops that responded to the needs and characteristics of each age group, allowing to visualize certain imaginary meanings about childhood. The conclusions obtained after several systematization and interpretation processes, give as a result different findings that belong to the purposes outlined for this research, evidencing that there are imaginary meanings that remain over time and others that are looking to emerge while breaking what has been stablished, showing that imaginary meanings are created and recreated according to the subjects and social historical situation.