Tejer el curriculo a varias manos y hasta donde nos de la lana

Abstract

The present investigation analyzes the reality of the initial cycle in the Gabriel García Márquez school, in relation to the elaboration and implementation of the curriculum and, above all, with the aspects related to the role that the child's voice plays in this process. Thus, a work of observation, analysis, reflection and co-construction was carried out on the curricular design and the role that children play in these dynamics. As a result of this investigative process, a curricular fabric remains that allows to energize and put into dialogue as many guiding documents as the daily practice of the teachers and the participation of the children in the design of the different pedagogical experiences that are proposed for the work with Early Childhood.