Imaginarios docentes de infancia y práctica docente en educación básica

Abstract

This monographic work is within the field of social, psychological and educational research. The purpose of this research is to demonstrate bibliographically how teachers' imaginaries of childhood influence teaching practice in basic education. For this purpose, the following will be analyzed: teachers' imaginaries of childhood and teaching practice in basic education. The methodology used is the compilation of bibliographic information, this through readings, comparisons, analysis and synthesis of digital bases, scientific articles, doctoral theses, books, among other documents, which allowed identifying different concepts developed by authors such as: Castoriadis, Durand, Pintos, Rincón, Bazdresch, Vergara, Triviño, Martínez and Muñoz, Guzmán, García, Gómez, etc. This allowed us to conclude that the teaching imaginary of childhood influences teaching practice, since the teacher's schemes of meanings of children's childhood play a fundamental role when making decisions and actions in the classroom, in such a way that the teacher will consciously or unconsciously apply a certain pedagogical approach aimed at responding to the needs of the perception of childhood and the vision of the human being he/she intends to form.