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Roncancio Moreno, M., & Branco, A. (2014). Prácticas educativas de una maestra de transición. Un estudio sociocultural constructivista. Revista Guillermo De Ockham, 12(1), 29–34. https://doi.org/10.21500/22563202.30
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Abstract
El presente trabajo tiene como objetivo analizar desde una perspectiva sociocultural constructivista, las prácticas educativas de una profesora de transición de una escuela rural del Departamento del Valle del Cauca y su interacción con sus alumnos. Se observó la práctica educativa en las dos primeras semanas de clases del año lectivo y se llevó a cabo una entrevista semi-estructurada con la maestra con la finalidad de identificar las concepciones y creencias de la profesora acerca de los objetivos del grado transición. Se analizaron los datos usando el método microgenético mediante la selección de los episodios más significativos de la interacción profesor-alumno. Los resultados patentizan un marcado énfasis en prácticas de escolarización y en la interacción profesor-alumno. Se destaca la ausencia de prácticas de expresión dialógica y la participación activa de los niños. Se sugiere diseñar programas educativos que enfaticen en el acogimiento de los niños en la escuela de manera que se les proporcione una voz en su proceso de ajuste a la educación básica.
References
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Valsiner, J. (2007). Culture in minds and societies: Foundations of cultural psychology. New Delhi: Sage.
Vieira, L. (2011) Os alfabetizados-desviantes ou sobre a educação dos 6 anos. Educação e Pesquisa, 37(1), 141-155.
Vogler, P., Crivello, G., & Woodhead, M. (2008). Early childhood transitions research: A review of concepts, theory, and practice. Working Paper No. 48. The Hague, The Netherlands: Bernard van Leer Foundation.
Vygotsky, L. S. (1979). El desarollo de las funciones psiquicas superiores. Barcelona: Critica.
Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
Zittoun, T. (2006). Transitions. Development through symbolic resources. Greenwich, CT: InfoAge.
Zittoun, T. (2008). Learning through transitions: The role of institutions. European Journal of Psychology of Education, 23(2), 165-181.
Zittoun, T. (2009). Dynamics of life-course transitions - a methodological reflections. In J. Valsiner. P. C. M. Molenaar, M. C.D.P. Lyra & N. Chaudhary (Eds.). Dynamic Process Methodology in the Social and Developmental Sciences (pp. 405-430). New York: Springer.
Alvarado, S., & Suárez, M. (2009). Las transiciones escolares: una oportunidad de desarrollo integral para niños y niñas. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 7(2), 907-928.
Branco, A. (2006). Crenças e práticas culturais: co-construção e ontogênese de valores sociais. Revista Pro-Posicoes, 17, 139-155.
Branco, A. (2009). Cultural practices, social values, and childhood education. In M. Fleer, M. Hedegaard & J.Tudge (Eds.), World Yearbook of Education 2009 - Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 44-66). London: Routledge.
Branco, A. (2012). Values and sociocultural practices: Pathways to moral development. In Valsiner, J. (Ed.), The Oxford handbook of culture and psychology. New York: Oxford University Press.
Branco, A., & Mettel, T. (1995). O processo de canalização cultural das interações criança-criança na pré-escola. Psicologia: Teoria e Pesquisa, 11(1), 13-22.
Branco, A., & Valsiner, J. (1997). Changing methodologies: A co-constructivist study of goal orientation in social interaction. Psychology and Developing Societies, 9(1), 35-64.
Branco, A., Pessina, L., Flores, A., & Salomão, S. (2004). A sociocultural constructivist approach to metacommunication in child development. In A. U. Branco & J. Valsiner (Orgs.), Communication and metacommunication in human development (pp. 3-32). Greenwich, Connecticut: Information Age.
Brooker, L. (2008). Supporting transitions in the early years. Maidenhead: McGraw-Hill.
Broström, S., & Wagner, J. (Editors) (2006). Perspectives on the transition from preschool to school early childhood education in five Nordic countries.
Consejo Nacional de Política Económica Social. (2007). Documento Conpes Social: “Colombia por la Primera Infancia”. Bogotá.
Corsaro, W., & Molinari, L. (2005). Understanding children's transition from preschool to elementary school. New York: Teachers College Press.
Dockett, S., & Perry, B. (2004). What makes a successful transition to school? Views of Australian parents and teachers. International Journal of Early Years Education, 12(3), 217-230.
Gaskins, S., Miller, P., & Corsaro, W. (1992). Theorical and methodological perspectives in the interpretative study of children. En: W. A. Corsaro & P. J. Miller (Orgs.), Interpretative approaches to children’s socialization: New Directions for Child Development, 58, (pp. 5-24). San Francisco, CA: Jossey-Bass Publishers.
Kramer, S., Nunes, M. F., & Corsino, P. (2011). Infância e crianças de 6 anos: desafios das transições na educação infantil e no ensino fundamental. Educação e Pesquisa, 37(1), 69-85.
Lavelli, M., Pantoja, A., Hsu, H., Messinger, D., & Fogel, Alan (2005). Using microgenetic designs to study change processes. In D. M. Teti (Ed.), Handbook of research methods in developmental science (pp. 40-65). Malden, MA: Blackwell Publishing.
Madureira, A. F., & Branco, A. (2001). Pesquisa qualitativa em psicologia do desenvolvimento: questões epistemológicas e implicações metodológicas. Temas em Psicologia da SBP, 9(1), 63-75.
Myers, R. (1997). Removing roadblocks to success transitions and linkages between home, preschool and primary school. Coordinators' Notebook, 21.
Neves, V., De Gouvêa, M. C., & Castanheira, M. L. (2011). A passagem da educação infantil para o ensino fundamental: tensões contemporâneas. Educação e Pesquisa, 37(1), 121-140.
Palmieri, M., & Branco, A. (2007). Educação infantil, cooperação e competição: análise microgenética sob uma perspectiva sociocultural. Psicologia Escolar e Educacional, 11, 365-378.
Petriwskyj, E. (2005). Transition to school: Early years teachers' roles. Australian Research in Early Childhood Education, 39-49.
Piaget, J. (1932). El critério moral en el niño. Barcelona: Editorial Fontanela.
República de Colombia. (2006). Código de la Infancia y la Adolescencia (Ley 1098 de Noviembre de 2006).
Rogoff, B. (2005). A natureza cultural do desenvolvimento humano. Porto Alegre: ArtMed.
Siegler, R., & Crowley, K. (1991). The microgenetic method. American Psychologist, 46(6), 606-620.
Valsiner, J. (1989). Human development and culture: The social nature of personality and its study. Lexington, MA: Lexington Books.
Valsiner, J. (1997). Culture and the development of children’s actions: A theory of human development (2nd ed.). Chichester: John Wiley & Sons.
Valsiner, J. (2007). Culture in minds and societies: Foundations of cultural psychology. New Delhi: Sage.
Vieira, L. (2011) Os alfabetizados-desviantes ou sobre a educação dos 6 anos. Educação e Pesquisa, 37(1), 141-155.
Vogler, P., Crivello, G., & Woodhead, M. (2008). Early childhood transitions research: A review of concepts, theory, and practice. Working Paper No. 48. The Hague, The Netherlands: Bernard van Leer Foundation.
Vygotsky, L. S. (1979). El desarollo de las funciones psiquicas superiores. Barcelona: Critica.
Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
Zittoun, T. (2006). Transitions. Development through symbolic resources. Greenwich, CT: InfoAge.
Zittoun, T. (2008). Learning through transitions: The role of institutions. European Journal of Psychology of Education, 23(2), 165-181.
Zittoun, T. (2009). Dynamics of life-course transitions - a methodological reflections. In J. Valsiner. P. C. M. Molenaar, M. C.D.P. Lyra & N. Chaudhary (Eds.). Dynamic Process Methodology in the Social and Developmental Sciences (pp. 405-430). New York: Springer.
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