Representaciones sociales de un grupo de docentes de las dos cajas de compensación sobre la construcción de ambientes enriquecidos en la primera infancia

Abstract

Education in the capital district, seeks to intentionally enhance development integral of girls and boys, from the recognition of their characteristics and particularities, through everyday scenarios such as school or garden, in where they and they have the possibility to exercise their rights, from the materialization enriched environments, since from these are promoted from the game, the exploration, the creation of artistic and literary experiences, beginning with the transformation of the same space according to your interests and needs. In this sense the work is theoretically based on the postulates of Serge Moscovici, Pierre Bourdieu and Denise Jodelet, who pose social representations as creations incessant of the human being that constitutes the structural reality surrounding the agent as the active role attributed to its subjectivity. Among the main elements that allude to the very content of the research are find the problem statement which wants to bring the reader closer to the reality of the of the social representations on the construction of the enriched environments for the early childhood, in a group of teachers of two family compensation funds, of the Bogotá city, to give strength to this problem documentaries through an exploration of social representations of education initial and the first image, in which the presentation research work as an objective general, characterize the social representations about the construction of the environments enriched for early childhood, which have teachers in two boxes of family compensation, from the city of Bogotá. Other objectives are: Identify what they are the actions carried out by teachers in the construction of enriched environments, to through a non-participant observation process, it also seeks to describe the social representations that teachers have in the discourse on the construction of enriched environments and their work in pedagogical practices and finally aims to generate alternatives for pedagogical reflection on the importance of environments enriched and their contributions to early childhood education. Now, to contextualize the specific spaces where research is carried out, develops a contextual framework of 2 family compensation funds, of 4 different District schools, located in the town of San Cristóbal sur, Castilla y Bosa. For another On the other hand, it is pointed out that the methodological development of this research is of a character qualitative with a descriptive approach, since it investigates the dynamics of the realities of the teachers within their context, allowing to characterize the social representations that they occur from the practices and discourse of the Masters that emerge from the strategies of enriched environments. Likewise, it is pointed out that the analysis of the information collected through the instruments designed and implemented, explain the process of information analysis, from the hermeneutical possibilities, located in constant reading of the realities of the educational agents and it is known how each of the instruments are structured presented, so that the reader can read. After the organization and presentation of the instruments, the discussion of results arising from from the analysis of the information contained in each of them, and from which they are generated discussions that opened the door to the conclusions that were exposed at work investigative Key concepts: Social Representations, enriched environments, Children and development.