Imaginarios sobre el derecho a la educación inicial que tienen las maestras del colegio Gabriel García Márquez de Bogotá.

Abstract

This research work was developed in the light of the interpretive qualitative approach under the methodology of educational ethnography, implementing the semi-structured interview as the most pertinent information gathering technique to use with the study subjects. These interviews allowed the systematization, analysis and interpretation of the imaginary meanings, instituted, instituting and emerging imaginations and the tensions that arise between the legislation and policies of initial education with the realities and pedagogical practices in this cycle. In the conclusions it was found that the guarantee of the Right to education implies articulating the components of access, availability, permanence and quality, also, the characteristics of the territories, particularities and needs of early childhood in which society, the family and the State is jointly responsible for providing the resources for its guarantee.