Prácticas pedagógicas de las educadoras de párvulos basadas en el modelo dialógico en contextos de vulnerabilidad. Un estudio de caso

Laburpena

This study aims to systematize the pedagogical practices of the nursery educator based on the dialogical model of the pedagogy Enlazando Mundos, in socially and economically vulnerable educational contexts. The purpose of the research is relevant because of the importance that is given to early childhood education as a key factor in enhancing learning and bridging the gap in educational inequality that exists in Chilean reality. It assumes a methodological framework from the interpretative paradigm, with a qualitative approach, oriented in the case study method. The unit of analysis is represented by the pedagogical practices of two nursery educators who work professionally in a subsidized private school in the district of Concepción, Chile, characterized as vulnerable. For the collection of information, techniques such as participant observation, interviews and focus group are applied to twelve key informants, including learning collaborators and a group of children, who from their voices allowed the construction of a proposal that includes curricular guidelines to strengthen the Initial nursery teacher training to perform in a socially and economically vulnerable educational setting. The results reveal that the didactic procedures used in the pedagogical practice are categorized within an interactive, dialogical and affective framework, based on the implementation of the didactic strategy of the interactive groups, while the evaluation procedures are characterized by the execution of communicative evaluative practices among diverse social agents. This information is key to constructing the training proposal, which is oriented towards the development of competence in the area of pedagogy, knowledge of the social context, the group and the child, and professional competences to perform work in vulnerable contexts.