Hegemonía y alternativas en las políticas educativas para la infancia en Colombia : sujetos, discursos y prácticas 1982-2015

Abstract

This book, the result of the research “Hegemony and alternatives in educational policies for children in Colombia: subjects, discourses and practices 1982-2015”, is a contribution to the history of education and educational policy for children from a perspective interpretive history. The study approached the questions about: what has been the meaning, meaning, transformations and scope of educational policy for Colombian children? Who are the subjects who have promoted and participated in these educational reforms? What effects have they produced on education as a whole? initial? What transformations in subjects, discourses and pedagogical practices are deployed within the framework of the reforms? What are they and what do the guidelines, curricula and standards that have been produced for initial and preschool education in the country? It is about showing the way in which policies for children have been shaped by the tensions between hegemonic proposals and alternative constructions; These tensions, in terms of historical time, show that educational reforms and transformations arise in alternative proposals that challenge the educational reality of the country, and that as alternatives have sought to modify or transform early childhood education in Colombia. Finally, this book is a central contribution to the current pedagogical debate on the Latin American continent, since it questions the place that the history of education has reserved for childhood and the role that public policies, the production of knowledge and intervention of various sectors of the population—parents, teachers, the State, the market, adults.