La planificación didáctica en las salas multiedad de San Carlos de Bariloche
This article presents the final report of an investigation that arose from the observation located in the kindergartens of San Carlos de Bariloche where the students carried out their teaching practices. We find that the organizational models of early childhood educational institutions present a ser...
Guardado en:
| Autores principales: | , , , , |
|---|---|
| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2022
|
| Materias: | |
| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4177 |
| Sumario: | This article presents the final report of an investigation that arose from the observation located in the kindergartens of San Carlos de Bariloche where the students carried out their teaching practices. We find that the organizational models of early childhood educational institutions present a series of transformations in terms of the formation of groups. Based on this, we set out to inquire about multi-age rooms, and the ways in which they are planned. We have based the research proposal from the paradigm of cultural diversity of UNESCO (2002), emphasizing education from the pedagogical approach "that considers diversity as an inherent condition of the human being" (Anijovich, 2019, p. 21). While from the methodological point of view, we especially select a qualitative approach, although we consider quantitative aspects necessary for the task. In relation to the plans that accompanied these changes - in general terms - we observed that they covered different formats, but in all cases they were considered as a dynamic and interactive construction process. The intention of this research was the construction of new knowledge that contributes and enriches the specific didactics of initial education. |
|---|
