Configuración del campo profesional de la educación infantil en Colombia (1976-2015)

Abstract

The research entitled Configuration of the professional field of early childhood education in Colombia, 1976 - 2015, analyzed the processes of structuring, ordering and distribution of this social and educational space, from the structural-constructivist perspective of the sociologist Pierre Bourdieu (1988). This perspective favored the problematization of aspects related to the formalization, institutionalization and professionalization of Early Childhood Education in Colombia, in the announced period of time. The analysis of the configuration process of this professional field was supported by fundamental categories from Bourdieu's perspective. The analysis of this field required addressing the articulations between objectivism and subjectivism. According to Bourdieu's (1997) constructivist structuralism perspective, field analysis allows us to recognize the relations of force between the agents, identify the modes of internalization of the social in them, as well as examine the deployment of the subjective in space. social. In this way, this reading of social reality makes fundamental contributions to the study of the professional field of Early Childhood Education in Colombia and recognizes teachers as social agents of this. In tune with this epistemological perspective, Mainer (2010, 2015), Cuesta (2003, 2015) and Viñao (2013) propose the study of the professional field in education, a category that was developed in this research. In this study, the professional field of Early Childhood Education in Colombia is structured and located, making an approximation to the sociogenetic conditions and the lived senses of the agents committed to this social space. From this perspective, we sought to understand the possible relationships between the field of education and the field of Early Childhood Education, which, apparently, are found in a shared space called the professional field of Early Childhood Education. This professional field, at the same time, is in permanent tension with other fields. In this way, the question about the configuration of this field over time required to delve into the professionalization and institutionalization processes that have transformed the place of the children's teacher, during the last four decades, work that comes from a historically feminized social practice. and marginalized, a fact that particularizes its sociogenesis. The research was carried out through two analytical dimensions. On the one hand, the sociogenesis of the professional field was analyzed from the study of a corpus of documents, from the period 1976-2015, which included three types of texts: a) educational policies of the political-institutional field (national development plans, laws , decrees, resolutions and technical documents of educational policies); b) articles from educational magazines of national circulation, valid throughout the period, from the educational-political field (Education and Culture, Colombian Magazine of Education and Pedagogy and Knowledge); c) documents of degree programs in the institutional-educational field. These last two were taken into account given the interest in recovering the modes of perception and appreciation of agents in the educational field, the data and objectified knowledge regarding Early Childhood Education and teacher training. Likewise, the lived senses were analyzed, in terms of representations, experiences and positions, of six emblematic agent-teachers of the professional field who stand out for their contributions to teaching, research and the construction of educational policy in Early Childhood Education. Although the teachers of this profile are not the only ones that make up this field, their selection was due to their founding role in Early Childhood Education as a professional field, since the 1970s, and for serving as references for other agents in this space. social.