Cuatro estrategias pedagógicas para la articulación del grado transición y el grado primero

Abstract

This qualitative study explored curricular articulation between grade transition and first grade from the selected national, international and institutional research documents. Text analysis of three different sources was used as data collection technique. The research documents were analyzed following ground theory design by means of qualitative open, axial and selective coding, as well as triangulation of information sources. Based on that design, the categories of analysis were produced: micro-curricular pedagogical strategies, articulation between transition and first grade, approach to bilingualism and the use of ICT tools. A micro-curricular pedagogical strategy model was generated so that it describes four strategies that correspond respectively to the basic competences in transition proposed by the Ministry of National Education: communicative, citizenship, mathematical and scientific competences. Such a strategy model seeks to respond to one of the actions suggested by the Secretary of Education of Bogotá in the sense of designing strategies that promote the curricular articulation of the school grades under study.