Articulación curricular entre los niveles nt2 y 1° año básico: propuesta de criterios articulatorios desde el principio de singularidad a partir de las voces de niños y niñas
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Date
2024
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Abstract
La articulación curricular entre Kínder (NT2) y Primer Año Básico (1EGB) es definida como una relación que posibilita el paso de un nivel a otro. Desde la teoría, su calidad se remonta a cómo se realiza el proceso y la toma de decisiones desde las necesidades presentes. En Chile, este proceso es dificultoso y presenta escasos estudios que avalan su realización, debido al poco conocimiento de docentes acerca del proceso (Gajardo, 2010; Iturriaga, 2016; Sáez, 2012).El presente trabajo tiene por objetivo reconstruir las percepciones de niños y niñas de un colegio particular de Santiago frente al plan de articulación curricular institucional entre los niveles NT2 y 1EGB desde el principio de singularidad. Entre los hallazgos de la investigadora se encuentran las emociones, espacios y expectativas como ejes direccionadores de la creación de criterios para la articulación curricular con una mirada centrada en la niñez.La metodología utilizada fue cualitativa y para los resultados se empleó un análisis temático y etnografía visual, con inspiración postestructuralista, destacando aspectos como: vivencias en NT2 y 1EGB, expectativas y percepciones sobre el aprendizaje, buscando del mismo modo, develar cómo los niños y niñas pueden ser parte del diseño curricular, tal como se evidenció en el pasado Congreso Pedagógico Curricular.
The curricular articulation between Kindergarten and First Grade is defined as a relationship that enables the transition from one educational level to another. Theoretically, its quality depends on how the process is doing and how decisions are made based on children needs. In Chile, this process is challenging and have few studies supporting its implementation caused by teachers' limited knowledge about the process (Gajardo, 2010; Iturriaga, 2016; Sáez, 2012). The objective of this study is to reconstruct the perceptions of children from a private school in Santiago according to the institutional curricular articulation plan between Kindergarten and First Grade levels regarding the singularity. Findings include emotions, spaces, and expectations as guiding axes for creating criteria for curricular articulation with a child-centered perspective.The methodology used was qualitative, employing thematic analysis and visual ethnography with poststructuralist inspiration, highlighting aspects such as experiences in Kindergarten and First Grade children’s expectations and perceptions about learning. Additionally, it seeks to reveal how children can be part of curricular design, as evidenced in the past Chilean Pedagogical Curricular Congress.
The curricular articulation between Kindergarten and First Grade is defined as a relationship that enables the transition from one educational level to another. Theoretically, its quality depends on how the process is doing and how decisions are made based on children needs. In Chile, this process is challenging and have few studies supporting its implementation caused by teachers' limited knowledge about the process (Gajardo, 2010; Iturriaga, 2016; Sáez, 2012). The objective of this study is to reconstruct the perceptions of children from a private school in Santiago according to the institutional curricular articulation plan between Kindergarten and First Grade levels regarding the singularity. Findings include emotions, spaces, and expectations as guiding axes for creating criteria for curricular articulation with a child-centered perspective.The methodology used was qualitative, employing thematic analysis and visual ethnography with poststructuralist inspiration, highlighting aspects such as experiences in Kindergarten and First Grade children’s expectations and perceptions about learning. Additionally, it seeks to reveal how children can be part of curricular design, as evidenced in the past Chilean Pedagogical Curricular Congress.
Description
Tesis (Magíster en Educación mención Estudios Curriculares)--Pontificia Universidad Católica de Chile, 2024.
Keywords
Articulación, NT2, Kínder, Primer Año Básico, Singularidad, Voces de los niños, Articulation, NT2, Kindergarten, First Grade, Singularity, Children's voices