Análisis comparativo de percepciones docentes sobre la implementación del proceso de transición educativa del subnivel preparatoria a básica elemental

Abstract

The present work on curricular integration aims to expose the importance of educational articulation between grades and the role of the educator in this situation, which implies changes and adaptability for five and six year olds who go through a transition process. Therefore, as a general objective of this study, it has been proposed to analyze the teachers' perceptions on the implementation of the transition process from the preparatory sub-level to basic elementary in Ecuador compared to another country with different legislation. To adequately understand how the need to investigate this issue arises, four chapters were developed, which describe the antecedents of the educational reforms in Ecuador and how they have influenced the continuity between the first and second grade; justifying the importance of establishing articulation programs for an adequate development of the students. In the following chapters, the fundamentals of transition, articulation, and the studies that demonstrate that these processes are essential for positive schooling are presented. Finally, the analysis is made between the perceptions of the teachers who work at these levels, conducting semi-structured interviews with twelve teachers from a public and a private institution in the city of Cuenca; thus establishing categories for comparison between Ecuadorian centers and with a Colombian study on the subject. The results allowed determining that the teachers' perceptions adhere to the theory, but their actions are different within each educational establishment regardless of the legislation