Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile

• Marcela Pardo ^[1] ; María-José Opazo ^[2]
  1. [1] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  2. [2] University of Nottingham

     University of Nottingham

     Reino Unido

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 31, Nº 1, 2019, págs. 78-92
• Idioma: español
• DOI: 10.1080/11356405.2018.1559490
• Títulos paralelos:
  • Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 14 Citas
• Resumen
  • español

    Este artículo presenta un estudio cuyo objetivo fue explorar la identidad profesional de docentes de primera infancia en Chile, siguiendo el enfoque sociocultural. Bajo un diseño cualitativo exploratorio, la recolección de datos se realizó mediante grupos focales y narraciones fotográficas. Los hallazgos alcanzados muestran que estas docentes entienden que la pedagogía centrada en el niño es el pilar de su identidad profesional, que perciben a ésta bajo la amenaza de la escolarización de la educación de la primera infancia, admitiendo que su capacidad para resistir esta tendencia se limita al aula. Estos hallazgos sugieren que, al contar con escasos recursos para negociar su identidad profesional en su contexto laboral, las docentes de primera infancia en Chile disponen de una limitada capacidad de agencia.

  • English

    This article presents a study which aimed to explore the professional identity of early childhood teachers in Chile, applying a sociocultural approach. Relying on an exploratory qualitative design, data were collected through focus groups and photo-narratives. The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom. These findings suggest that, having scarce resources available to negotiate their professional identity in their working context, early childhood teachers in Chile have a limited capacity for agency.

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