Resumen de La política en las prácticas: análisis de las prácticas pedagógicas en la modalidad institucional de educación inicial en Colombia y su relación con la política pública "De Cero a Siempre
Ángela Patricia Vargas González
This investigation is about the relationship between the pedagogical practices in the institutional modality of initial education in Colombia and the Colombian guidelines of the policy public education named "De Cero a Siempre" from the establishment of the link between the dimension of daily life and the normative dimension of educational policy of early childhood in Colombia. For this, it is recognized that pedagogical practice is a fundamental component in the realization of educational policies, and that children and teachers are agents who do politics by redefining their problems and proposing solutions to these in the daily life of the CDI and H.I. The central theoretical reference of the research is the Analysis of Pedagogical Practices proposed by Kemmis, Edward-Groves and Col. (2014; 2018), derived from the Theory of Architectures of the Practice, which makes it possible to understand pedagogical practices in its relational dimension, based on what done, said in these and the ways of relating. Methodologically, a case studies were comparative, observed 90 pedagogical practices in the institutional modality of initial education in Colombia, located in different municipalities of the country: Bogotá (3), Chía (1), Cogua (1), Guateque (1), Santa Marta (1), Ayapel (1) and Medellín (1), and 36 were selected to be analyzed in depth with the Grounded Theory constant comparison method (open, axial and selective coding). The findings derived from the research process reveal that the pedagogical practices in the institutional modality of initial education observed are related to pedagogical practices in the institutional modality of initial education prescribed in the policy educational through synergies, complementarities, contradictions and absences, which means that the dimension of everyday life and normative dimension of educational policy are linked from the interpretations that teachers and Educational Institutions for Early Childhood make the norm...
